EconStor >
Forschungsinstitut zur Zukunft der Arbeit (IZA), Bonn >
IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA) >

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10419/20060
  

Full metadata record

DC FieldValueLanguage
dc.contributor.authorAakvik, Arilden_US
dc.contributor.authorSalvanes, Kjell G.en_US
dc.contributor.authorVaage, Kjellen_US
dc.date.accessioned2009-01-28T16:11:18Z-
dc.date.available2009-01-28T16:11:18Z-
dc.date.issued2003en_US
dc.identifier.urihttp://hdl.handle.net/10419/20060-
dc.description.abstractThe decision to take more education is complex, and is influenced by individual ability, financial constraints, family background, preferences, etc. Such factors, normally unobserved by the researcher, introduce endogeneity and heterogeneity problems into estimating the returns to education. In this paper, these problems are addressed by estimating a comparative advantage model for schooling, in which the returns to education vary at different levels of education. The model requires that instruments must be specified at each level of education, and we suggest that different school reforms in Norway can serve as suitable instruments. In particular, we exploit the staged implementation of a major reform in the comprehensive school system in the 1960s. We find that the returns to education are strongly nonlinear. In particular, we find that the returns to upper secondary school and shorter programs at regional colleges, together with master?s programs at universities, have high returns as measured by wages. Also, we find that the average treatment effect is surprisingly high for medium-length educations (up to two years of college education). This means that increasing the general level of education, which was the intention of the comprehensive school reform of the 1960s and of other school reforms, has the potential to generate a high return in wages, although we do not consider the cost to society. We also find that there is a substantial difference between the average treatment effect and the effect of treatment on the treated for bachelor?s and master?s degrees at universities.en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseriesIZA Discussion paper series 815en_US
dc.subject.jelI2en_US
dc.subject.jelC3en_US
dc.subject.ddc330en_US
dc.subject.keywordeducational reformsen_US
dc.subject.keywordreturns to educationen_US
dc.subject.stwBildungsertragen_US
dc.subject.stwBildungsreformen_US
dc.subject.stwSch├Ątzungen_US
dc.subject.stwNorwegenen_US
dc.titleMeasuring Heterogeneity in the Returns to Education in Norway Using Educational Reformsen_US
dc.typeWorking Paperen_US
dc.identifier.ppn36734422Xen_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

Files in This Item:
File Description SizeFormat
dp815.pdf646.33 kBAdobe PDF
No. of Downloads: Counter Stats
Show simple item record
Download bibliographical data as: BibTeX

Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.