Knowledge that Transforms

Are All the Good Men Married? Uncovering the Sources of the Marital Wage Premium by Kate Antonovics and Robert Town. Published in volume 94, issue 2, pages 317-321 of American Economic Review, May 2004

Repetition and Reputation: Implications for Trust and Trustworthiness When Institutions Change by Iris Bohnet and Steffen Huck. Published in volume 94, issue 2, pages 362-366 of American Economic Review, May 2004

We study transactions that require investments before trading in a competitive market, when forward contracts fixing the transaction price are absent. We show that, despite the market being perfectly competitive and subject to arbitrarily little uncertainty, the inability to jointly determine investment levels and prices may make it impossible for buyers and sellers to predict the prices at which they will trade, leading to inefficient levels of investment and trade.

The types of knowledge, skills, and proficiencies that should be imparted to students in graduate economics programs are a matter of long-standing controversy. A 1953 American Economic Association (AEA) report cataloged major shortcomings in graduate economic education and recommended changes to enhance the quality and effectiveness of economics Ph.D. programs (Howard R. Bowen, 1953). By the 1980’s, the perception grew that economics Ph.D. programs devoted excessive attention to theoretical work at the expense of real-world application (Wassily Leontief, 1982). This development triggered David Colander and Arjo Klamer (1987) to conduct an independent study based on interviews with graduate students at elite Ph.D. programs. Their study reinforced the views of many, including leaders in the AEA, the National Science Foundation, and several private foundations, that something was amiss. In 1988, the AEA established the Commission on Graduate Education in Economics (COGEE) to undertake a thorough study of graduate training. The Commission’s major concern, based on extensive surveys and interviews of graduate students, faculty, and employers, was that graduate education in economics had removed itself from real-world economic problems (Anne O. Krueger et al., 1991). The COGEE study is distinguished by its attempt to determine the emphasis given to cultivating a set of economic proficiencies in graduate school and the importance of an array of skills for success in graduate school and later on the job (Hansen, 1991). The proficiencies included in the COGEE study were: providing rigorous training in economic theory, providing training in econometrics and measurement, applying theory to real-world problems, using economic theory in empirical applications, and conducting independent economic research. For this study, we added three proficiencies to the COGEE list: understanding economic institutions and history and understanding the history of economic ideas, to capture concerns about curriculum changes that eliminated or scaled back training in these two fields, and developing teaching skills, to reflect recent emphasis on improving the quality of instruction (William E. Becker, 2003). The skills included in the COGEE study were: critical judgment (analyzing ideas, reviewing literature, formulating pertinent comments), analytics (understanding and solving problems, making and analyzing logical arguments), application (seeing practical implications of abstract ideas, analyzing real-world policies and processes), mathematics (constructing and analyzing proofs, manipulating mathematical abstractions), computation (effectively and quickly finding and manipulating relevant data, estimating economic relationships using statistical software), communication (speaking and writing effectively, quickly understanding spoken and written ideas of others, explaining ideas clearly), and creativity (conceiving interesting questions, finding new means of analysis). We added instruction (being an effective classroom teacher) to the skills list for the same reason mentioned above.

Institutions and Democratic Invention in 19th-Century America: Evidence from "Great Inventors," 1790-1930 by Zorina Khan and Kenneth L. Sokoloff. Published in volume 94, issue 2, pages 395-401 of American Economic Review, May 2004

We estimate the effect of high school graduation on participation in criminal activity accounting for endogeneity of schooling. We begin by analyzing the effect of high school graduation on incarceration using Census data. Instrumental variable estimates using changes in state compulsory attendance laws as an instrument for high school graduation uncover a significant reduction in incarceration for both blacks and whites. When estimating the impact of high school graduation only, OLS and IV estimators estimate different weighted sums of the impact of each schooling progression on the probability of incarceration. We clarify the relationship between OLS and IV estimates and show that the "weights" placed on the impact of each schooling progression can explain differences in the estimates. Overall, the estimates suggest that completing high school reduces the probability of incarceration by about .76 percentage points for whites and 3.4 percentage points for blacks. We corroborate these findings using FBI data on arrests that distinguish among different types of crimes. The biggest impacts of graduation are associated with murder, assault, and motor vehicle theft. We also examine the effect of drop out on self-reported crime in the NLSY and find that our estimates for imprisonment and arrest are caused by changes in criminal behavior and not educational differences in the probability of arrest or incarceration conditional on crime. We estimate that the externality of education is about 14-26% of the private return to schooling, suggesting that a significant part of the social return to education comes in the form of externalities from crime reduction.

We build a simple model to capture the major virtues and drawbacks of making public officials accountable (i.e., subjecting them to reelection): On the one hand, accountability allows the public to screen and discipline their officials; on the other, it may induce those officials to pander to public opinion and put too little weight on minority welfare. We study when decision-making powers should be allocated to the public directly (direct democracy), to accountable officials (called “politicians”), or to nonaccountable officials (called “judges”).

This paper examines how factor proportions determine the structure of commodity trade. It integrates a many-country version of a Heckscher-Ohlin model with a continuum of goods with Paul R. Krugman's (1980) model of monopolistic competition and transport costs. The commodity structure of production and bilateral trade is fully determined. Two main predictions emerge. Countries capture larger shares of world production and trade of commodities that more intensively use their abundant factors. Countries that rapidly accumulate a factor see their production and export structures systematically shift towards industries that intensively use that factor. Both predictions receive support from detailed trade data.

Two empirical regularities concerning the size distribution of cities have repeatedly been established: Zipf's law holds (the upper tail is Pareto), and city growth is proportionate. Census 2000 data are used covering the entire size distribution, not just the upper tail. The nontruncated distribution is shown to be lognormal, rather than Pareto. This provides a simple justification for the coexistence of proportionate growth and the resulting lognormal distribution. An equilibrium theory of local externalities that can explain the empirical size distribution of cities is proposed. The driving force is a random productivity process of local economies and the perfect mobility of workers.

Recent empirical evidence from the United States indicates a high degree of persistence in earnings across generations. Designing effective public policies to increase social mobility requires identifying and measuring the major sources of persistence and inequality in earnings. We provide a quantitative model of intergenerational human capital transmission that focuses on three sources: innate ability, early education, and college education. We find that approximately one-half of the intergenerational correlation in earnings is accounted for by parental investment in education, in particular early education. We show that these results have important implications for education policy.