The Rising College Premium in the Eighties: Return to College or Return to Unobserved Ability?

By Christopher R. Taber. 2001

232 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/22c19a6a055f51b4ec5e47e0e74bcce807894c5b

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In Economics and Econometrics

Citations in the corpus

Going to College and Finishing College.Explaining Different Educational Outcomes (2004, background): “It is typical to focus on expected individual earnings as a function of schooling (Si ), ability (Ai ), and a random error term (εi ), such as yit t Si t Ai εit (Griliches 1977; Taber 2001).”
Disentangling the College Wage Premium: Estimating a Model with Endogenous Education Choices (2006, background): “Taber (2001) investigates whether the growing college wage premium is due to an increase in the relative demand for workers with high unobserved ability or an increase in the demand for skills accumulated in college.”
Human capital in a global and knowledge-based economy : final report (2002, background): “((14)) See, for instance, Topel (1999) and Krueger and Lindahl (2001). ((15)) See, among others, Landau (1983), Baumol, Batey Blackman and Wolf (1989), Barro (1991) and Mankiw, Romer and Weil (1992).”
The Changing Roles of Education and Ability in Wage Determination (2014, background): “Chay and Lee (2000) and Taber (2001) examine the changing distributional patterns between the 1980s and early 1990s to evaluate returns to schooling and ability.”
Publicly Provided Education (2002, unknown): “More recently, see Taber (2001).”
Human Capital Policy (2003, background): “This return is higher for more able people (Taber, 2001) and for children from better backgrounds (Altonji and Dunn, 1996).”
The Growing Importance of Social Skills in the Labor Market (2017, background): “Weinberger (2014) finds evidence for growing complementarity between cognitive skills and social skills across two cohorts of young men.”
Interpreting the Evidence on Life Cycle Skill Formation (2005, background): “(See, for example, Meghir and Palme 1999; Cawley et al., 2000; Taber 2001, or the evidence presented in section 5.6.)”
Estimating distributions of potential outcomes using local instrumental variables with an application to changes in college enrollment and wage inequality (2009, methodology): “model we update the analysis of Taber (2001) to the 1990s.”
Econometric Evaluation of Social Programs, Part I: Causal Models, Structural Models and Econometric Policy Evaluation (2007, background): “…models are computationally cumbersome [see Geweke and Keane (2001)] and identification in dynamic recursive models is often difficult to establish [see Rust (1994), Magnac and Thesmar (2002)], although progress has been made [see Taber (2001), Aguirregabiria (2004), Heckman and Navarro (2007)].”
Semiparametric identification and heterogeneity in discrete choice dynamic programming models (2000, methodology): “The model I estimate is a modi"ed version of the speci"cation developed in Cameron and Taber (1998) and details about the data can be found there.”
Assessing the Impact of Eliminating Affirmative Action in Higher Education (2010, unknown): “To address whether or not the present model predicts 45 Taber (2001) and Carniero, Heckman, and Vytlacil (2003) provide evidence that academically more able students have a higher return to education.”
Estimation of Educational Borrowing Constraints Using Returns to Schooling (2004, background): “These studies generally report lower estimated returns to education than those obtained from OLS (see, e.g., Willis and Rosen 1979; Taber 2001).”