报告题目：The Evolution of Inequality in Education Trajectories and Graduation Outcomes in the U.S.（美国教育不平等的演化以及毕业差异）

报告人：刘兴飞（University of Alberta）

报告时间：2023年10月30日上午11:00-12:00

报告地点：600全讯白菜网址大全大楼218会议室

邀请部门：经济学系

 

报告人简介：

刘兴飞，加拿大University of Alberta经济学系副教授，研究领域为劳动经济学。

Xingfei Liu is an associate professor in labor economics in the Department of Economics at the University of Alberta. His research guides public policy by estimating the effects of interventions in labor markets. Xingfei is interested in any economic policy that improves labor market outcomes for disadvantaged population groups such as immigrants, ethnic minorities, or women. Recently, Xingfei’s research has focused on the economic integration of immigrants in the U.S. and in Canada and migration policies in the developed countries. He has also been investigating human capital accumulation and its dynamics with other labor market outcomes. His works have been published in journals such as Quantitative Economics; Journal of Population Economics; Canadian Journal of Economics, etc.

 

报告摘要：

We model the joint distribution of (i) individual education trajectories, defined by the allocation of time (semesters) between various combinations of school enrollment with different labor supply modalities and periods of school interruption devoted either to employment or home production and (ii) actual graduation outcomes using two cohorts of the National Longitudinal Survey of Youths which we follow from 16 to 28. We discuss the evolution of family income and ability effects where the latter are decomposed into an academic (cognitive) and a practical (technical-mechanical) latent ability factor component correlated with family income and background variables. We find that the individual cognitive-technical ability differential prevailing at 16 was increasing with income in the early 80’s but much less so in the early 2000’s. We find no evidence of any income-based “trajectory inequality” in either cohort, after conditioning on abilities. Among all graduation and enrollment outcomes, college graduation is the only for which the effect of income has increased between the 1980’s and the early 2000’s but it reached a level no more important than the high school graduation income effect. In both cohorts, cognitive and technical abilities were the dominant factors but they affect most dimensions of individual trajectories and all graduation outcomes in opposite directions. However, the cognitive ability factor lost half of its effect on college graduation while the impact of the technical-mechanical factor has been more stable across cohorts.