Identifying the Role of Cognitive Ability in Explaining the Level of and Change in the Return to Schooling

By James Heckman, E. Vytlacil. Review of Economics and Statistics, 2001

256 citations recorded by the source corpus.

Subfields: Accounting, Economics and Econometrics

View Paper: https://www.semanticscholar.org/paper/10428249a29a58c4105de369d198dbd9c4031bd3

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Citations in the corpus

Testing for Asymmetric Employer Learning (2007, background): “For the United States, Heckman and Vytlacil (2001), as well as Cawley, Heckman, and Vytlacil (2001), document a strong correlation between ability measures and schooling.”
The Effect of Schooling and Ability on Achievement Test Scores (2003, unknown): “See the closely related identification analysis of Heckman and Vytlacil (2001).”
Do smart parents raise smart children? The intergenerational transmission of cognitive abilities (2010, background): “Cognitive abilities play a substantial role for education (Heckman and Vytlacil, 2001) and income (Hanushek and Woessmann, 2008) so that a strong intergenerational transmission of cognition could translate into higher”
Publicly Provided Education (2002, methodology): “tend to have more effective schools (Hoxby (2000a), Hanushek and Rivkin (forthcoming)).”
Evaluating the impact of education on earnings in the UK: models, methods and results from the NCDS (2003, methodology): “In fact, the absence of good overlap may in general cast doubt on the robustness of traditional methods relying on functional form (in the schooling context, see Heckman and Vytlacil (2000), Dearden, Ferri and Meghir (2002) and Black and Smith (2004)).”
The Economics of School Quality (2005, background): “The various adjustments for ability differences typically make small differences on the estimates of the value of schooling, and Heckman and Vytlacil (2001) argue that it is not possible to separate the effects of ability and schooling.”
The Failure of Input-Based Schooling Policies (2003, background): “The difficulty of separating cognitive skills from pure schooling has nonetheless made this estimation very difficult (Cawley et al. (2000; Heckman and Vytlacil (2001)) and thus leaves ambiguity about the exact magnitude of effects.”