Recent developments in rationing theory are used to examine the differences between the effects of in-kind and cash transfers on labor supply. It is not possible to tell a priori which type of transfer will cause the greater reduction in hours of work; the answer depends on the extent to which in-kind transfers distort consumption choices and on the relationship between the transferred commodities and leisure. Hicks-Allen complements can cause greater reductions in labor supply than equally generous cash transfers, while strong Hicks-Allen substitutes can induce increases in market work.

This article analyzes the causes and consequences of the growing proportion of high-school-certified persons who achieve that status by exam certification rather than through high school graduation. Exam-certified high school equivalents are statistically indistinguishable from high school dropouts. Whatever differences are found among exam-certified equivalents, high school dropouts and high school graduates are accounted for by their years of schooling completed. There is no cheap substitute for schooling. The only payoff to exam certification arises from its value in opening postsecondary schooling and training opportunities, but completion rates for exam-certified graduates are much lower in these activities than they are for ordinary graduates.

The Great Depression offers a unique laboratory to investigate the causal impact of migration on local labor markets. We use variation in the generosity of New Deal programs and extreme weather events to instrument for migrant flows to and from U.S. cities. In-migration had little effect on the hourly earnings of existing residents. Instead, in-migration prompted some residents to move away and others to lose weeks of work or access to relief jobs. For every 10 arrivals, we estimate that 1.9 residents moved out, 2.1 were prevented from finding a relief job, and 1.9 shifted from full-time to part-time work.

We document racial and ethnic disparities in the propensity of law enforcement to formally book juvenile arrests. A fair share of these disparities can be attributed to differences in arrest offense severity and arrest history as well as cross-agency differences in practice. The disparities are the largest for age ranges and offenses where the greatest discretion is exercised. We explore whether booked arrests increase the likelihood of future arrests and bookings exploiting the discontinuity in the booking probability at age 18. The results suggest sizable effects of a prior booking on the likelihood of a future arrest and subsequent booking.

Since 1991 more than two dozen states have adopted merit-based student financial aid programs, intended at least in part to increase the stock of human capital by improving the knowledge and skills of the state’s workforce. At the same time, there has been growing concern that the United States is producing too few college graduates in science, technology, engineering, and mathematics (STEM) fields. Using microdata from the American Community Survey, this paper examines whether recently adopted state merit aid programs have affected college major decisions, with a focus on STEM fields. We find consistent evidence that state merit programs did in fact reduce the likelihood that a young person in the state will earn a STEM degree.

We show how data from an evaluation in which subjects are randomly assigned to some treatment versus a control group can be combined with nonexperimental methods to estimate the differential effects of alternative treatments. We propose tests for the validity of these methods. We use these methods and tests to analyze the differential effects of labor force attachment (LFA) versus human capital development (HCD) training components with data from California’s Greater Avenues to Independence (GAIN) program. While LFA is more effective than HCD training in the short term, we find that HCD is relatively more effective in the longer term.

We report a gift exchange experiment. Firms make wage offers; workers respond by determining an effort level. Higher effort is more costly to workers, and firms have no mechanism for punishing or rewarding workers. Consistent with the gift exchange hypothesis, workers provide more effort at higher wages, but undergraduates provide substantially less effort than MBAs. Evidence suggests this results from differences in prior work experience. Firms' nonbinding effort requests are at least partially honored, resulting in increased overall effort for undergraduates. Although higher wages are relatively more costly for lower productivity firms, workers do not provide them with more effort.

We estimate the employment effects of federal minimum wage increases using monthly Current Population Survey (CPS) data from 1979 through 1997. We find that the empirical differences in the new minimum wage literature based on CPS data primarily can be traced to alternative methods of controlling for macroeconomic conditions. We argue that the macroeconomic controls commonly included in models where no employment impact is found are inappropriate. We consistently find a significant but modest negative relationship between minimum wage increases and teenage employment using alternative controls or allowing employer responses to the policy to occur with some delay.

We examine the relationship between income volatility and life expectancy in mid-sized U.S. commuting zones between 2006 and 2014. We use a commercial dataset, InfoUSA, to measure income volatility which we link to estimates of life expectancy by gender, county, race, and income. We find that higher income volatility in a county is associated with lower life expectancy, but only at the bottom of the income distribution and primarily for non-Hispanic Whites. Though we cannot extrapolate our findings to individual-level relationships, we do link them to existing literatures on place-based differences in mortality and the relationship between volatility and health.

This paper investigates the wage returns to schooling and actual early work experiences and how these returns have changed over the past 20 years. Using the NLSY surveys, we develop and estimate a dynamic model of the joint schooling and work decisions that young men make in early adulthood and quantify how they affect wages using a generalized Mincerian specification. Our results highlight the need to account for dynamic selection and changes in composition when analyzing changes in wage returns. In particular, we find that ignoring the selectivity of accumulated work experiences results in overstatement of the returns to education.