Policies, skills and earnings: how educational inequality affects earnings inequality.

Autor/inn/en	Checchi, Daniele; Werfhorst, Herman G. van de
Titel	Policies, skills and earnings: how educational inequality affects earnings inequality. Gefälligkeitsübersetzung: Politik, Qualifikationen und Löhne: wie Bildungsungleichheit Einkommensungleichheit beeinflusst.
Quelle	In: Socio-economic review, 16 (2018) 1, S. 137-160 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1475-1461; 1475-147X
DOI	10.1093/ser/mwx008
Schlagwörter	Bildung; Bildungschance; Bildungsniveau; Chancengleichheit; Soziale Ungleichheit; Europäisches Haushaltspanel; Bildungspolitik; Bildungsreform; Schulleistung; Einkommensunterschied; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); Europa
Abstract	"We study the impact of dispersions in education (both in student test scores and final educational attainment) on earnings inequality, in a country-cohort design. Neo-classical economic theory would predict a positive association between skill inequality (as measured in student test scores) and earnings inequality, while educational attainment inequality adds little on top of skills inequality. A sociological theory of social closure, however, argues that inequality in educational attainment is more important than skills inequality in the prediction of earnings inequality. Using educational policies as instruments, we find causal effects of skills inequality and educational attainment inequality, suggesting that a simple human capital model is insufficient to explain rising earnings inequalities. Nevertheless, skills inequality appeared a more important predictor of earnings inequality than educational attainment inequality. Some educational policy reforms (like public preschool provision or introducing standardized tests) led to reduced educational dispersions, and thereby reduced earnings inequality in adulthood." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2018/3