We modify R. A. Fisher's model by incorporating measures of the environment that may be correlated across kin groups. We estimate a model of schooling attainment using data on eight kin groups and find a large contribution of genetic endowments to the variance in schooling though certain aspects of the environment matter.

[A local governmental welfare function is specified to explore two of its central characteristics: the equity-productivity tradeoff and differential weights across neighborhoods. The model is estimated using service outputs (safety) in the welfare function, as opposed to publicly provided inputs (police), over neighborhoods. The equity-productivity tradeoff is found to be considerable, and not all neighborhoods are weighted equally. The estimation results raise several questions about accepted analysis of governmental behavior.]

[The estimation of a CES production function for real sectoral value added with factor augmenting technological change first is discussed, with emphasis on the possible effects of the deflation procedure utilized and on the attempt to estimate relatively long-run parameters. The estimates of that function for nine Chilean sectors then are examined with respect to the implied degree of sectoral flexibility, the absorption of surplus labor, the implications for linear assumptions about Chilean production functions, the distribution of income, and the degree of constraint on long-run growth due to a relative shortage of a primary factor.]

"Birth-order effects are posited by many to affect earnings and schooling. We show how such effects can be interpreted to shift either the earnings possibility frontier for siblings or parental preferences. We find empirical evidence for birth-order effects on (age-adjusted) schooling and on earnings for young U.S. adults, though the latter is not robust for all specifications. The examination of intrahousehold allocations suggests that these birth-order differences occur despite parental preferences or prices by birth order favoring later borns, apparently because of stronger endowment effects that favor first borns."

Although much research discusses the quantity of schooling as an effective impact on productivity and earnings, most such research leaves out the idea of the quality of schooling which may cause biases in the estimated returns to schooling. This paper, consequently, attempts to extend the standard Mincerian approach to incorporate school quality as well as quantity. It demonstrates how exclusion of quality in the standard procedure may cause biases in the estimated returns to years of schooling, probably in the upward direction. The paper explores the implications of this extension of the standard model for the case of young Brazilian males. It shows that the estimate of the private return to years of schooling using the preferred quality-inclusive specification is only one-half the estimate using the standard procedure, indicating substantial upward bias in the standard estimates. It further outlines a method for estimating a social return to quality and finds that it exceeds substantially the social return to quantity. The paper then shows why this in turn suggests there may be an equity-productivity trade-off in schooling investments.