Chapter 12 Interpreting the Evidence on Life Cycle Skill Formation

By Flávio Cunha, James J. Heckman, Lance Lochner, Dimitriy V. Masterov. 2006

214 citations recorded by the source corpus.

Subfields: Gender Studies, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a147406675dd9394bb90f5c0c9242d1e825580e6

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Citations in the corpus

The effect of compulsory schooling on health—evidence from biomarkers (2009, unknown): “For instance, a recent strand of the human capital literature has stressed the importance of early childhood education for the development of cognitive and non-cognitive skills (Cunha et al. 2006).”
Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation (2012, unknown): “9 Some recent work has introduced the possibility that noncognitive skills also enter into individual economic outcomes (see importantly Bowles et al. 2001; Heckman et al. 2006; Cunha et al. 2006).”
Education Policy and Equality of Opportunity (2008, unknown): “Belfield et al. (2006),Garces et al. (2002) andMagnuson et al. (2007) present recent within-country evidence on the effects of early-childhood education, and Barnett (1992), Blau and Currie (2006), Currie (2001) and Cunha et al. (2006) provide extensive surveys of the existing evidence.”
Quasi-structural estimation of a model of childcare choices and child cognitive ability production (2010, background): “…as early as ages 4 to 6 are strongly correlated with completed education for children of single mothers.2 Thus, understanding the determinants of early cognitive achievement may be critical for design of public policy aimed at improving subsequent labor market outcomes (see Cunha et al (2006)).”
Juvenile Incarceration, Human Capital, and Future Crime: Evidence from Randomly Assigned Judges* (2015, unknown): “…during childhood are thought to have greater impacts compared to interventions for young adults due to propagation effects (see, for example, Cunha et al., 2006), and criminal activity is a particularly important context to consider such effects due to the negative externalities associated…”
Returns to Skills Around the World: Evidence from PIAAC (2014, unknown): “…skill and further investments in formal schooling is implicit in the idea of skill complementarities over the life cycle, as development by James Heckman and co-authors (e.g., Cunha et al. (2006); Cunha and Heckman (2007)) and summarized by the stylized conclusion that “skill begets skill.””
Widening participation in higher education: analysis using linked administrative data (2008, background): “…suggests that potential barriers at the point of entry to university, such as credit constraints (arising from low parental income and/or a lack of access to funds), do not play a large role in determining participation in HE among lower SES pupils (Cunha et al., 2006; Carneiro and Heckman, 2002).”