How important are the cognitive skills of teenagers in predicting subsequent earnings

By Richard J. Murnane, J. Willett, Yves Duhaldeborde, John H. Tyler. 2000

342 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/6ebb9b352d7a235cae432a556ae2315af5eeb568

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Citations in the corpus

Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings (2008, background): “In a recent study, Murnane et al. (2000) estimated that high school male graduates with greater cognitive skills earn as much as 30 percent more than workers with lower levels of skills.”
Gender, Competitiveness and Career Choices (2012, neutral): “For example, Paglin and Rufolo (1990) report that a large fraction of the gender gap in average starting salaries for college graduates is between, rather than within, college majors (for additional evidence and discussion see Grogger and Eide, 1995; Brown and Corcoran, 1997; Weinberger, 1999; Weinb”
The role of cognitive skills in economic development (2008, background): “Notably, Murnane et al. (2000) separate the direct returns to measured skill from the indirect returns of more schooling and suggest that perhaps one-third to one-half of the full return to higher achievement comes from further schooling.”
The Early Employment and Further Education Experiences of High School Dropouts: A Comparative Study of the United States and Australia (2003, neutral): “The US results further fuels the current debated about the economic benefits of dropouts completing high school by earning a GED (Cameron & Heckman, 1993; Murnane, Willett & Boudett, 1995, 1997, 1999; Murnane et al., 2000; Tyler, Murnane & Willett, 2000).”
Measuring Success in Education: The Role of Effort on the Test Itself (2017, background): “In the United States, low-stakes test performance is highly correlated with individual income, but explains little of the variation across individuals (Murnane et al. 2000).”
The economic case for education† (2016, background): “Additional studies on the earnings returns to cognitive skills include, among others, Murnane, Willett, and Levy (1995), Neal and Johnson (1996), Mulligan (1999), Murnane et al. (2000), Lazear (2003), Leuven, Oosterbeek, and Ophem (2004), Hanushek and Zhang (2009), and Chetty et al. (2011).”
Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries (2008, background): “…the sample of young workers is stratified into urban and rural samples in order to capture fundamental differences 1995), Grogger and Eide (1993), Murnane, Willett, and Levy (1995), Neal and Johnson (1996), Mulligan (1999), Murnane et al. (2000, 2001), Altonji and Pierret (2001), and Lazear (2003).”
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy (2014, background): “For example, studies that use longitudinal data to regress labor force variables of young adults on cognitive test scores collected while the sample was in high school, find that a one standard deviation increase in a mathematics test score in 12 grade is correlated with 10-15 percent higher annual ”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “The first three studies listed consider young workers (Mulligan 1999, Murnane et al. 2000, Lazear 2003).”
Returns to Skills Around the World: Evidence from PIAAC (2014, neutral): “Murnane et al. (2000) separate the direct returns to measured skill from the indirect returns of more schooling and suggest that perhaps one-third to one-half of the full return to higher achievement comes from further schooling. Similarly, Rivkin (1995) finds that test score variation captures a co”