Tag Archives: education

Can Welfare Conditionality Combat High School Dropout? Forthcoming in Labour Economics

Two years ago, I blogged about a working paper on conditions for welfare and high school completion by Simen Markussen, Knut Røed and myself. The paper is now finally accepted for publication and is forthcoming in Labour Economics. The final version is here, freely downloadable until the beginning of October. An updated working paper version can be found here.

Of luck and “failures”

Robert Frank writes in the Upshot that “Chance events play a much larger role in life than many people once imagined.” Maybe so, but this piece is poorly argued. Frank is first quoting some small marginal effects, like time of year birh effects and author order effects. These factors probably play a role, however, in absolute size I am pretty sure they are dominated by other non-random factors. Being born in the right country is a good example, though.

This reminds me of Johannes Haushofer‘s “CV of Failures,” which made the rounds in the blogosphere and several newspapers earlier this year. (He got the idea from a piece by Melanie Stefan.) He writes in his CV of Failures:

Most of what I try fails, but these failures are often invisible, while the successes are visible. I have noticed that this sometimes gives others the impression that most things work out for me. As a result, they are more likely to attribute their own failures to themselves, rather than the fact that the world is stochastic, applications are crapshoots, and selection committees and referees have bad days. This CV of Failures is an attempt to balance the record and provide some perspective.

I like this a lot, and kudos to Haushofer (and others he references as having done the same thing), but of course he is doing this as a hugely succesful guy. His actual CV lists PhDs from Harvard and Zurich, academic positions at Princeton, Harvard, and MIT, along with publications in top journals. What about the “failures”? Several other top schools and papers rejected at AER, QJE, Science, …

This point is that although there is some randomness along the way, it is not random or due to luck that Haushofer have accomplished a great deal.

Television, Cognitive Ability, and High School Completion

That is the title of a just released working paper by Simen Markussen, Knut Røed, and myself. We show that access to commercial television channels during childhood and adolescence from the 1980’s onwards in Norway reduced cognitive ability scores and high school graduation rates of young men.

In a comment, Pat Sharp apologizes (true story! thanks to @JFiva).

“Can welfare conditionality combat high school dropout?”

I have a new working paper out, joint work with Simen Markussen and Knut Røed. Simen has written provocatively about the paper in the today’s Dagens Næringsliv, which is also running a companion piece. These are only in Norwegian (and behind a paywall), however, so here is a brief summary in English:

We investigate what happens when Norwegian social insurance offices increase their use of conditions would-be welfare recipients need to satisfy in order to receive welfare. Using the staggered introduction of this program and based on double and triple difference models, we find that such conditionality reduces the number of young people that receive welfare, and more importantly, increases the high school graduation rate. For young people from disadvantaged backgrounds, we find substantial and precise effects, whereas we find no effects on youth from more resourceful backgrounds, as expected. A few years later, we find that those who were exposed to new regime have more education, earn more, and are more likely to be employed. Thus even though activating these people may cost something upfront, it pays off in the long run.

The newspaper has an interview with a guy who got on track and gets some work experience through this system. Here is the abstract of the research paper:

Based on administrative data, we analyze empirically the effects of stricter conditionality for social assistance receipt on welfare dependency and high school completion rates among Norwegian youths. Our evaluation strategy exploits a geographically differentiated implementation of conditionality. The causal effects are identified on the basis of larger-thanexpected within-municipality changes in outcomes that not only coincide with the local timing of conditionality implementation, but do so in a way that correlates with individual ex ante predicted probabilities of becoming a social assistance claimant. We find that stricter conditionality significantly reduces welfare claims and increases high school completion rates.

Less reading, more television

I have always liked time use surveys and would love to use them more, for example to write posts like this one at Vox. Now I have recently begun working a little with some such Norwegian surveys, so here is a little about recent developments in how young Norwegians spend their leisure time.
(Apologies for the unsatisfying look of some of the graphs, they are simply lifted from an online resource.)


Percent spending time on various leisure activites an average day, 1970-2010.

In short, since 1970 fewer of us are reading an average day (turquoise), while more area watching television (light blue), and recently using internet (included in “Other” (dark brown)).

A bit more detailed look on average time for 1991-2005 confirms that television time is increasing; figure_media_minutesTVwatched1991_2005

and although there might be somewhat of a Harry Potter effect for the youngest in the beginning of the 2000’s, time spent reading is quite consistently going down, figure_media_percentagebookreaders1991_2005

including time spent on newspapers, figure_media_percentagnewspaperreaders1991_2005

magazines,    figure_media_percentagemagazinereaders1991_2005

and even cartoons. figure_media_percentagecartoonreaders1991_2005

Is that a bad thing? Well, that depends, but if it is passive television entertainment that crowds out reading, I would not be surprised if that had some long term consequences.

Why do we study?

Now that the world is obsessing about the PISA scores of 2012 is a good time to think a little of the trade-offs involved. South Korea is one of the best performers in international student achievement tests, such as PISA. However it is also “the world’s top producer of unhappy schoolchildren” (h/t MR). Lant Pritchett made a related comment in his Econtalk interview:

I think the parents in Bedford got out of their school system exactly what they wanted out of it. And they wanted football teams. And my wife teachers choir, and they wanted choir. And they wanted the school to put on a musical; and they wanted the school to provide their children with a range of athletic and artistic experiences. And engagement in a variety of other activities; and that’s what the school system delivered. Because it was quite carefully and closely controlled, both formally and informally by the parents. And that produces kind of not world-beating math scores. I don’t think that’s what the parents of Bedford thought was the totality of their educational system. So, I’m a very big fan of the local control by parents of educational systems. And if that doesn’t produce scores of 600, I am actually pretty happy with that. Because I’ve seen what it takes in Korea to produce scores of 600, and no American parent is willing to put their kid through that. Nor should they be, in my opinion.

To put in something more classic as well, here is US president John Adams:

I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.

(Letter to Abigail Adams, 1780)