We show by counterexample that Proposition 2 in Fernández-Villaverde, Rubio-Ramírez, and Santos (Econometrica (2006), 74, 93–119) is false. We also show that even if their Proposition 2 were corrected, it would be irrelevant for parameter estimates. As a more constructive contribution, we consider the effects of approximation error on parameter estimation, and conclude that second order approximation errors in the policy function have at most second order effects on parameter estimates.

The authors demonstrate existence of a perfect foresight equilibrium under borrowing constraints in a one-sector model with infinitely-lived heterogeneous agents. The class of admissible preferences includes, but is not limited to, recursive preferences. Existence is proven using a t$2Ctonnement argument under appropriate conditions on preferences and technology. A new measure of discounting, the norm of marginal impatience, is used to determine which technologies are admissible. Depending on the norm of marginal impatience, the admissible technology may either allow for permanent growth or have a maximum sustainable stock.

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality.