Two Essays in Political Economy of Education and Economics of Immigration PDF Download

Author: Abdul-Ghaffar Mughal
Publisher:
ISBN:
Category :
Languages : en
Pages : 522

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Author: Sumit S. Deole
Publisher:
ISBN:
Category : Economics
Languages : en
Pages :

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Author: Jörg Christoph Sajons
Publisher:
ISBN:
Category :
Languages : en
Pages : 118

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Author: Örn B. Bodvarsson
Publisher: Springer Science & Business Media
ISBN: 1461421160
Category : Business & Economics
Languages : en
Pages : 481

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Book Description
The Economics of Immigration is written as a both a reference for researchers and as a textbook on the economics of immigration. It is aimed at two audiences: (1) researchers who are interested in learning more about how economists approach the study of human migration flows; and (2) graduate students taking a course on migration or a labor economics course where immigration is one of the subfields studied. The book covers the economic theory of immigration, which explains why people move across borders and details the consequences of such movements for the source and destination economies. The book also describes immigration policy, providing both a history of immigration policy in a variety of countries and using the economic theory of immigration to explain the determinants and consequences of the policies. The timing of this book coincides with the emergence of immigration as a major political and economic issue in the USA, Japan Europe and many developing countries.

Author: Pooya Almasi
Publisher:
ISBN:
Category : Economics
Languages : en
Pages : 192

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This dissertation consists of two unrelated topics in economics. One in economics of education and another one in political economy.

Author: Alex Nowrasteh
Publisher: Cambridge University Press
ISBN: 1108477631
Category : Business & Economics
Languages : en
Pages : 349

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An empirical investigation into the impact of immigration on institutions and prosperity.

Author: Albert Yung-Hsu Liu
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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This dissertation examines three topics at the intersection of the economics of immigration and the economics of education. First, I study the development of human capital among immigrants by evaluating Arizona Proposition 203 (2000) and Massachusetts Question 2 (2002), which require public school districts to provide one year of Structured English Immersion to English language learner students. Using a difference-in-differences framework, I show that for recent-arrival first-generation immigrants, the two initiatives are less effective at developing English language proficiency than previous programs, such as Transitional Bilingual Education and English as a Second Language. However, I also show new heterogeneity in relative program effectiveness in that second-generation immigrants actually benefit from Structured English Immersion. In the second chapter, I use unique data from the Current Population Survey on education by country of origin to show that the return to foreign education among immigrants is 3.3 percent. This estimate is half the size of estimates from previous studies for two reasons. First, calculating foreign education as the difference between total education and domestic education rather than as a function of total education ad age at arrival eliminates the upward bias from misattributing domestic education as foreign education. Second, excluding domestic education as an endogenous control variable removes the upward bias in the return to foreign education caused by the negative correlation between domestic education and foreign education. The results show that foreign education is even less portable to the United States labor market than previously thought. In the third chapter, I test whether country-level educational expenditures, pupil-teacher ratios, and student achievement should be interpreted as measures of foreign school quality. I use the United States Census and the American Community Survey to show that the three measures are associated with the return to foreign education in expected directions. However, only educational expenditures are robust to accounting for group-level correlations between the wage residuals. I also show that the three measures affect immigrants who never attended school in their countries of birth as a falsification test, which suggests that they reflect country-level unobservables rather than foreign school quality.

Author: Gerardo Gomez-Ruano
Publisher:
ISBN:
Category : Emigration and immigration
Languages : en
Pages : 222

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Author: Benjamin Powell
Publisher: Oxford University Press, USA
ISBN: 0190258799
Category : Business & Economics
Languages : en
Pages : 263

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"A study of the economics of immigration"--

Author: Karmen Suen
Publisher: ProQuest
ISBN: 9780549615507
Category : Education
Languages : en
Pages : 111

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Book Description
In the first chapter of this thesis, the 1995 TIMSS eighth-grade mathematics score is used to proxy for home country education quality for U.S. immigrants. On average, a one standard deviation increase in TIMSS magnifies the marginal returns to post-migrational education by 0.83 percentage points. This pre-migrational education quality effect remains positive and significant for individuals at the 25th percentile of the conditional wage distribution. In addition, diminishing returns to post-migrational years of schooling is observed at all wage quantiles, but evidence is mixed in regards to pre-migrational years of education. Using the 2000 Census, the second paper finds that, compared to another immigrant holding a job that requires less human-interaction, an immigrant worker who possesses knowledge in speaking a non-English language and who works in a human-interaction-intensive occupation would enjoy an average wage benefit of 4.47%. For an immigrant, other immigrants from a different home country are perceived as complements, while those from the same country of origin would be substitutes. Moreover, a one standard deviation increase in bilateral trade volume between the United States and the immigrant's country of origin is predicted to enhance the immigrant's returns to working in the Wholesale Trade industry by 3.36% on average, a pattern that is very different for immigrants whose country of origin uses English as an official language. A positive relationship between parental involvement in reading-related activities before the student began schooling and the student's 2001 PIRLS test score is found in the third chapter. On average, having a parent who played alphabet toys, played word games, and read signs and labels out loud during the student's preschool years is predicted to carry an effect size of 0.2, holding other attributes constant. However, the effect of watching reading programs on television on this test score seems negative. Under a quantile regression framework, the effect of these parental inputs continues to be observed for students belonging to the 25th quantile of the conditional score distribution. Lastly, these academic variables are predicted to not affect an immigrant student's PIRLS score, although small sample size may be an issue.