Do the Cognitive Skills of School Dropouts Matter in the Labor Market?

Tyler, John H.; Murnane, Richard J.; Willett, John B.

doi:10.2307/146371

Cited by 39 publications

(20 citation statements)

References 5 publications

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“…Why would it be important to study unexpected outcomes? Having a high school leaving certificate represents an essential developmental milestone and is required even for the most unskilled jobs in today's labor context (Tyler et al, 2000). If as many as two thirds of dropouts go unflagged (Janosz et al, 2008), then we need to better understand this imperceptible population in order to help it attain this milestone and fully achieve their potential as adults.…”

Section: Discussionmentioning

confidence: 99%

“…High school achievement represents a major developmental indicator toward a productive adulthood (Card, 1999). The consequences of high school dropout translate into long‐term unemployment (Kokko, Pulkkinen, & Puustinen, 2000) and less life time earnings (Tyler, Murname, & Willett, 2000), especially for males. Moreover, basic educational attainment seems to play a key role in estimating both social and economic resources as well as health behaviors and outcomes throughout adulthood (Caspi, Wright, Moffitt, & Silva, 1998; Lynch, Kaplan, & Salonen, 1997).…”

mentioning

confidence: 99%

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When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout

Pagani

Vitaro

Tremblay

et al. 2008

Journal of Social Issues

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This study examines childhood variables that tend to deflect life-course trajectories away from finishing high school. We examined unexpectedly graduating in the presence of three empirical risk factors (having a mother that did not finish high school, being from a single-parent family in early childhood, and having repeated a grade in primary school) and unexpectedly not graduating in the absence these same factors (low risk). The comparison groups comprised individuals who expectedly did not graduate (first case) and expectedly graduated (second case). We found that having experienced all three factors practically guaranteed not finishing high school, thus defining a crystal clear target group for policy. Without screening, intervention, and follow-up, individuals facing such cumulative risk are most unlikely to graduate. We also found a group of males and females that did not finish high school despite not having these three risk factors. These missed estimates become nontrivial once they are translated into a population-level statistic of lost human capital investments. Specific family and individual factors helped explain the unexpected life course toward not finishing high school, especially for

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout

Pagani

Vitaro

Tremblay

et al. 2008

Journal of Social Issues

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“…While he focuses on future labour market outcomes and educational attainment, Oettinger analyses the effect of work on educational performance through its impact on the grade‐point average. See also Tyler, Murnane, and Willett (2001) for an analysis of whether the labour market rewards the cognitive skills of high school dropouts.…”

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confidence: 99%

Work while in high school in Canada: its labour market and educational attainment effects

Parent

2006

Canadian J of Economics

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Based on Statistics Canada's 1991 School Leavers Survey and its 1995 Followup, the objective of this paper is to assess the impact of working while in high school both on the probability of graduating from high school and on future wages. The results for both men and women show a strong negative effect of working while in school on the probability of graduation, although the results for females are more sensitive to the specifications used. There is very little evidence that working while in school has a positive effect on the wage at the time of the 1995 interview. JEL classification: I2, C3Travail pendant lesétudes secondaires au Canada : ses impacts sur le marché du travail et le niveau de scolarité. A l'aide des résultats de l'Enquête auprès des sortants (ES) de 1991, et de l'Enquête du suivi auprès des sortants (ESS) de 1995 de Statistique Canada, cet articlé evalue l'impact d'occuper un emploi pendant lesétudes secondaires sur la probabilité de compléter sesétudes et sur les salaires subséquentes. Tant pour les hommes que les femmes, les résultats montrent qu'il y a un effet négatif significatif sur la probabilité de compléter lesétudes secondaires, bien que les résultats pour les femmes soient davantage sensibles au choix des spécifications utilisées. Il y a très peu de résultats probants quantà un quelconque effet positif du travail pendant lesétudes sur le salaire au moment du suivi.

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“…Murnane et al 1995). Even among school dropouts, there are returns to cognitive competencies (Tyler et al 2000), and higher test scores have also been shown to be associated with higher labor force participation and lower unemployment rates (McIntosh and Vignoles 2001).…”

Section: Earningsmentioning

confidence: 99%

9 Educational returns over the life course

Groß¹,

Jobst

Jungbauer-Gans

et al. 2011

Z Erziehungswiss

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Pillar 5 of the German National Educational Panel Study focuses on various returns to education over the life course. The longitudinal design allows us to study the complex and dynamic interaction processes when qualifications, competencies, and educational certificates are turned into economic and noneconomic returns. In this chapter, we outline the central theoretical concepts for analyzing returns to education and describe how they are implemented within the National Educational Panel Study. We discuss economic returns such as income and other labormarket-related outcomes with an emphasis on expected income as an innovative concept. Noneconomic returns may come in the form of better health, increased subjective well-being, reduced crime, increased social and political participation, and changing processes of family formation. Over the life cycle, returns related to health and subjective well-being will tend to accrue from early childhood through adulthood, whereas returns related to crime and political participation will tend to set in during late adolescence. In order to identify causal relationships, it is necessary to avoid considerable bias in the estimation of returns to education. One crucial source of biased estimators is the omission of the financial restrictions faced by the parents' household. Thus, pillar 5 implements several measures to control for the economic situation of the household such as household income and wealth.

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Do the Cognitive Skills of School Dropouts Matter in the Labor Market?

Cited by 39 publications

References 5 publications

When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout

When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout

Work while in high school in Canada: its labour market and educational attainment effects

9 Educational returns over the life course

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