Knowledge that Transforms

Good information on self-employment is needed to inform the ongoing discussion of the rise of the gig economy and its implications for workers. Tax data show significant growth in self-employment not captured in the Annual Social and Economic Supplement to the Current Population Survey (CPS-ASEC). The growing gap reflects both self-employment in tax data missing from the CPS-ASEC and self-employment misreported as wage and salary work. We document consistent patterns in the discrepancies between the tax and survey data but are able to explain only a modest share of the growing disagreement between them.

Deciding which field to study is one of the most consequential decisions college students make, but most research on the topic focuses on students attending four-year colleges. To understand how students attending community colleges make field of study decisions, the author links administrative educational records of recent high school graduates with local mass layoff and plant closing announcements. He finds that declines in local employment deter students from entering closely related community college programs and instead induce them to enroll in other vocationally-oriented programs. He further documents that students predominantly shift enrollment between programs that lead to occupations requiring similar skills.

This paper establishes five new facts about instructional costs in higher education using department-level data from a broad range of institutions. Costs vary widely across fields, ranging from electrical engineering (90% higher than English) to math (25% lower). This pattern is largely explained by differences in class size and faculty pay. Some STEM fields experienced steep declines in expenditures over the past 17 years, while others saw increases. Changes in class size and teaching loads alongside a shift toward contingent faculty explain these trends. Finally, the association between online instruction and instructional costs is statistically indistinguishable from zero.

Building on earlier work that shows that the Earned Income Tax Credit (EITC) has a substantial positive effect on maternal labor supply, we show that labor supply effects are concentrated among mothers with children under age 3, with only moderate effects of the EITC on the labor supply of mothers with teenagers. These increases in labor supply are coupled with large increases in the use and cost of child care among mothers with children under age 3. Results highlight the importance of considering heterogeneous treatment effects of policy and have implications for child care policy and other family policy.

This paper reports on a field experiment in 82 high schools trialing a low-cost intervention in schools’ operations: teachers working in the same school observed and scored each other’s teaching. Students in treatment schools scored 0.07 student standard deviations higher on math and English exams. Teachers were further randomly assigned to roles—observer and observee—and students of both types benefited, observers’ students perhaps more so. Doubling the number of observations produced no difference in student outcomes. Treatment effects were larger for otherwise low-performing teachers.

We estimate the returns to a broad set of graduate degrees. To control for heterogeneity in preferences and ability, we use fixed effects for combinations of field-specific undergraduate and graduate degrees obtained by the last time we observe an individual. Basically, we compare earnings before the graduate degree to earnings after it. Using National Science Foundation data, we find large differences across graduate fields in earnings effects. The returns often depend on the undergraduate major. The contribution of occupational upgrading to the earnings gain varies across degrees. Finally, simple regression-based estimates of returns to graduate fields are often highly misleading.

We report the results of a field experiment in which treated employers could not observe the compensation history of their job applicants. Treated employers responded by evaluating more applicants and evaluating those applicants more intensively. They also responded by changing what kind of workers they evaluated: treated employers evaluated workers with 5% lower past average wages and hired workers with 13% lower past average wages. Conditional on bargaining, workers hired by treated employers struck better wage bargains for themselves.

This study presents new evidence on the impacts of unionization using administrative data matching workers to employers in a regression discontinuity design. Close union elections exhibit substantial nonrandom selection or manipulation. Estimates accounting for this selection show that unionization substantially decreases payroll, employment, average worker earnings, and establishment survival. Payroll and earnings decreases are driven by composition changes, with older and higher-paid workers leaving unionizing establishments and younger workers joining or staying. Worker-level effects on earnings are small and are reconciled with large negative establishment-level effects in a model of employer and employee selection into union jobs.

This paper uses administrative employment and conviction data to evaluate laws that restrict access to job seekers’ criminal records. Convictions generate decreases in employment and earnings, partly due to shifts toward lower-paying industries less likely to check criminal histories. However, a 2013 Seattle law barring employers from examining job seekers’ records until after an initial screening had negligible impacts on ex-offenders’ labor market outcomes. The results are consistent with employers deferring background checks until later in the interview process or ex-offenders applying only to jobs where clean records are not required, a pattern supported by survey evidence.

We use linked birth and education records from Florida to investigate how the identification of childhood disabilities varies by race and school racial composition. Using a series of decompositions, we find that black and Hispanic students are identified with disabilities at lower rates than are observationally similar white students. Black and Hispanic students are overidentified in schools with relatively small shares of minorities and substantially underidentified in schools with large minority shares. Our results are consistent with a heightened awareness among school officials of disabilities in students who are racially and ethnically distinct from the majority race in the school.