Knowledge that Transforms

Measures of four basic skills, constructed from the Dictionary of Occupational Titles, are used to examine the source of human capital specificity. The measures are used to characterize the skill portfolio of each job and to construct distance measures between jobs. Wage losses in the Displaced Worker Surveys are shown to be more closely associated with switching skill portfolios than switching industry or occupation code per se. These switches represent large decreases in the skill portfolio in the postdisplacement job. The recent evidence for industry‐specific capital is reexamined. The results suggest a difference between fluid and crystallized skills.

This paper uses variation induced by firm closures to explore the intergenerational effects of worker displacement. Using a Canadian panel of administrative data that follows almost 60,000 father-child pairs from 1978 to 1999 and includes detailed information about the firms at which the father worked, we construct narrow treatment and control groups whose fathers had the same level of permanent income prior to 1982 when some of the fathers were displaced. We demonstrate that job loss leads to large permanent reductions in family income and small increases in mobility and divorce. Comparing outcomes among individuals whose fathers experienced an employment shock to outcomes among individuals whose fathers did not, we find that children whose fathers were displaced have annual earnings about 9% lower than similar children whose fathers did not experience an employment shock. They are also more likely to receive unemployment insurance and social assistance. The estimates are driven by the experiences of children whose family income was at the bottom of the income distribution, and are robust to a number of specification checks. This work was completed while Oreopoulos was a Statistics Canada Research Fellow and member of the Family and Labour Studies Division of Statistics Canada. The financial support of the National Science Foundation is gratefully acknowledged. We also wish to thank Miles Corak, and seminar participants at Brown University, MIT, Princeton University, Stanford University, Yale University, the University of California Berkeley, UCLA, the University of Toronto and the NBER summer institute for their helpful comments.

In 1997, the provincial government of Québec, the second most populous province in Canada, initiated a new child‐care policy. Licensed child‐care service providers began offering day‐care spaces at the reduced fee of $5.00 per day per child for children aged 4. By 2000, the policy applied to all children not in kindergarten. Using annual data (1993–2002) drawn from Statistics Canada's Survey of Labour and Income Dynamics, the results show that the policy had a large and statistically significant impact on the labor supply of mothers with preschool children.

We analyze gender wage gaps correcting for sample selection induced by nonemployment. We recover wages for the nonemployed using alternative imputation techniques, simply requiring assumptions on the position of imputed wages with respect to the median. We obtain higher median wage gaps on imputed rather than actual wage distributions for several OECD countries. However, this difference is small in the United States, the United Kingdom, and most central and northern EU countries and becomes sizable in southern EU countries, where gender employment gaps are high. Selection correction explains nearly half of the observed negative correlation between wage and employment gaps. (c) 2008 by The University of Chicago Press. All rights reserved.

We examine how well principals can distinguish between more and less effective teachers. To put principal evaluations in context, we compare them with the traditional determinants of teacher compensation—education and experience—as well as value‐added measures of teacher effectiveness based on student achievement gains. We present “out‐of‐sample” predictions that mitigate concerns that the teacher quality and student achievement measures are determined simultaneously. We find that principals can generally identify teachers who produce the largest and smallest standardized achievement gains but have far less ability to distinguish between teachers in the middle of this distribution.

Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book. An Index of Authors of New Books appearing in the Annotated Listings will appear at the end of the General Index in the December issue.

Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book. An Index of Authors of New Books appearing in the Annotated Listings will appear at the end of the General Index in the December issue.

The categories listed below are used to classify books, book reviews, journal articles, and dissertations indexed in JEL, JEL on CD, EconLit, and www.e-JEL.org . New changes to the classification system appear as soon as possible on www.econlit.org . The JEL classification system may be used freely for scholarly purposes. We suggest the following format: “JEL: A10, B10, etc.”

The categories listed below are used to classify books, book reviews, journal articles, and dissertations indexed in JEL, JEL on CD, EconLit, and www.e-JEL.org . New changes to the classification system appear as soon as possible on www.econlit.org . The JEL classification system may be used freely for scholarly purposes. We suggest the following format: “JEL: A10, B10, etc.”