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On Estimating The Effects Of Increased Aid To Education, Ronald G. Ehrenberg, Richard P. Chaykowski Oct 2012

On Estimating The Effects Of Increased Aid To Education, Ronald G. Ehrenberg, Richard P. Chaykowski

Ronald G. Ehrenberg

[Excerpt] The 1983 report, A Nation at Risk, of the National Commission on Excellence in Education decried the state of public education in the United States and suggested a number of reforms. Among their recommendations was increased federal aid for education. The view was that this would lead to desirable outcomes such as reduced class sizes and higher teacher salaries, with the latter aiding in the recruitment and retention of high-quality teachers. Somewhat surprisingly, previous research on the economics of education provides us with very few insights about what the effects of such proposals might be. For example, while there ...


The Social Security Student Benefit Program And Family Decisions, Ronald G. Ehrenberg Aug 2012

The Social Security Student Benefit Program And Family Decisions, Ronald G. Ehrenberg

Ronald G. Ehrenberg

In 1965 Congress established the Social Security Student Benefit Program which provided benefits for children of deceased, disabled or retired workers, who were enrolled in college full—time and were not married, up until the semester they turned age 22. The program grew to be a major financial aid program; at its peak in FY 81 it represented about 20% of all federal outlays on student assistance for higher education. The program was terminated for students newly entering college as of May 1, 1982. Somewhat surprisingly, in contrast to the debate that accompanies most social programs, debate over the student ...


My Life And Economics, Ronald G. Ehrenberg Aug 2012

My Life And Economics, Ronald G. Ehrenberg

Ronald G. Ehrenberg

[Excerpt] Age 51 is a bit early to be writing a retrospective about one's career as an economist and one's life. This is especially true for me since I am not on track to win a Nobel Prize, to be admitted to the National Academy of Science, or even to be elected a Fellow of the Econometric Society. Nonetheless, as I write this essay during the fall of 1997, I look back on the 28 years I have spent as a PhD economist and see a record of accomplishment of which I am proud and a number of ...


[Review Of The Book Discrimination In Labor Markets], Ronald G. Ehrenberg Aug 2012

[Review Of The Book Discrimination In Labor Markets], Ronald G. Ehrenberg

Ronald G. Ehrenberg

[Excerpt] In sum, I consider Discrimination in Labor Markets a fine volume. Anyone who has the slightest interest in the analysis of labor-market discrimination should seriously contemplate purchasing it. The relatively nontechnical nature of the papers will appeal to a wide range of readers, and the book should quickly find its way onto reading lists for undergraduate and graduate courses that discuss the economics of discrimination.


Role Models In Education (Symposium Introduction), Ronald G. Ehrenberg Jul 2012

Role Models In Education (Symposium Introduction), Ronald G. Ehrenberg

Ronald G. Ehrenberg

It is our hope that by assembling these papers in one place, the Review will contribute to future policy debate on the importance of role models in education. Moreover, the papers' findings may have even broader importance. In many respects, the relationship between teachers and students can be viewed as analogous to the relationship between supervisors and employees. If the race, gender, and ethnicity of teachers "matter," so may the race, gender, and ethnicity of supervisors in the employment relationship. These papers thus suggest analogous types of research that could be profitably undertaken that relate to the employment relationship.


Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer Jul 2012

Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer

Ronald G. Ehrenberg

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than ...