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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Graduates; Underemployment; Employment Patterns; Labor Utilization; Unskilled Workers; Labor Market; Education Work Relationship; Educational Attainment; Salary Wage Differentials; Majors (Students); Cost Effectiveness; Human Capital; Labor Supply; Enrollment Trends

Abstract:
Increasing numbers of recent college graduates are ending up in relatively low-skilled jobs that, historically, have gone to those with lower levels of educational attainment. This study examines this phenomenon in some detail, concluding: (1) About 48 percent of employed U.S. college graduates are in jobs that the Bureau of Labor Statistics (BLS) suggests requires less than a four-year college education; (2) The proportion of overeducated workers in occupations appears to have grown substantially; in 1970, fewer than one percent of taxi drivers and two percent of firefighters had college degrees, while now more than 15 percent do in both jobs; (3) About five million college graduates are in jobs the BLS says require less than a high-school education; (4) Comparing average college and high-school earnings is highly misleading as a guide for vocational success, given high college-dropout rates and the fact that overproduction of college graduates lowers recent graduate earnings relative to those graduating earlier; (5) Not all colleges are equal: Typical graduates of elite private schools make more than graduates of flagship state universities, but those graduates do much better than those attending relatively non-selective institutions; (6) Not all majors are equal: Engineering and economics graduates, for example, typically earn almost double what social work and education graduates receive by mid-career; (7) Past and projected future growth in college enrollments and the number of graduates exceeds the actual or projected growth in high-skilled jobs, explaining the development of the underemployment problem and its probable worsening in future years; and (8) Rising college costs and perceived declines in economic benefits may well lead to declining enrollments and market share for traditional schools and the development of new methods of certifying occupation competence. (Contains 12 figures, 4 tables, and 65 notes.) [This paper was written with the assistance of Anthony Hennen, Harrison Cummins, Daniel Garrett, Joseph Hartge, and Nicholas Wetzel.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Females; College Graduates; Salary Wage Differentials; Education Work Relationship; Human Capital; Labor Market; Educational Attainment; Overachievement

Abstract:
This study investigates the incidence of over-education amongst recent Australian bachelor degree graduates and its effect on their earnings. We find that between 24% and 37% of graduates were over-educated shortly after course completion, with over-education most common amongst young females and least common amongst older females. Over-education rates vary markedly across major fields of study and appear to be associated with the relative demand for graduate labour. Overeducation was less common three years after course completion; however a nontrivial proportion of graduates remain over-educated. With regard to the effect of over-education on earnings, we find a notable age-related effect not reported in earlier studies. Young over-educated graduates were not penalised after unobserved heterogeneity had been addressed, whereas older over-educated graduates were at an earnings disadvantage relative to their well-matched peers. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Children; Human Capital; Labor; Family Characteristics; Labor Market; Health Conditions; Attention Deficit Hyperactivity Disorder; Adults; Longitudinal Studies; National Surveys; Salary Wage Differentials; Siblings; Comorbidity; Age Differences; Educational Attainment; Crime; Outcomes of Education; Employment Patterns; Employment Problems; Welfare Recipients; Welfare Services

Abstract:
While several types of mental illness, including substance abuse disorders, have been linked with poor labor market outcomes, no current research has been able to examine the effects of childhood ADHD. As ADHD has become one of the most prevalent childhood mental conditions, it is useful to understand the full set of consequences of the illness. This paper uses a longitudinal national sample, including sibling pairs, to show important labor market outcome consequences of ADHD. The employment reduction is between 10-14 percentage points, the earnings reduction is approximately 33%, and the increase in social assistance is 15 points, which are larger than many estimates of the black-white earnings gap and the gender earnings gap. A small share of the link is explained by education attainments and co-morbid health conditions and behaviors. The results also show important differences in labor market consequences by family background and age of onset. These findings, along with similar research showing that ADHD is linked with poor education outcomes and adult crime, suggest that treating childhood ADHD can substantially increase the acquisition of human capital. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Dropouts; Evidence; High School Graduates; Graduation; High Schools; Graduation Rate; Social Indicators; Racial Differences; Gender Differences; Educational Trends; Trend Analysis; Income; African American Students; Hispanic American Students; Models; Salary Wage Differentials; Compensation (Remuneration); High School Equivalency Programs

Abstract:
I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in schooling, and examine the extent to which the parameters of the models explain recent patterns in graduation rates. I find that increases in the nonmonetary costs of completing high school and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high school graduates and school dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high school graduation rates, and explaining why the causal evidence is quite modest. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Asian Americans; Industry; Employment Patterns; Labor; Labor Market; Salary Wage Differentials; Skilled Workers; Technological Advancement; Correlation; Ethnicity; Employment Level; Comparative Analysis; Gender Differences

Abstract:
The increase in high-skilled immigrants to the United States coincided with the expansion of the high-technology sector, and now a large share of Asian immigrants concentrate in high-tech industries. Despite much research on the relationship between ethnic concentration and labor market outcomes, the association between ethnic niche employment and earnings within the high-technology sector of the labor market has yet to be examined. This study compares the relationship between employment in ethnic niches and earnings within high- and low-tech industries among Asian immigrants. In low-technology industries, ethnic niches are generally associated with lower earnings compared with non-niches, but in high-technology industries, employment in an ethnic niche is associated with higher earnings. These patterns vary by gender and ethnic group. This association is partly explained by the industries that comprise ethnic niches, as non-Hispanic white immigrants also experience some of the same advantages and disadvantages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Income; Working Hours; Tax Rates; Educational Attainment; Comparative Analysis; Cross Cultural Studies; Unions; Economic Factors; Salary Wage Differentials; Laws

Abstract:
Prior empirical studies have found that American workers report longer hours than do workers in other highly industrialized countries, and that the highly educated report the longest hours relative to other educational levels. This paper analyzes disparities in working hours by education levels in 17 high- and middle-income countries to assess whether this finding holds cross-nationally, for both men and women. In contrast to many prior studies of working time, we use a measure of weekly rather than annual hours worked, which we argue provides a better window on the discretionary time available to individuals and households. We find that the within-country gradient in average hours by education is not uniform: higher income countries are more likely to show the U.S. pattern, and middle-income countries show the reverse pattern, with the less educated reporting longer hours. We conclude by assessing some possible macrolevel explanations for this variation, including per capita gross domestic product, tax rates, unionization, country-level regulations, earnings inequality, and the regulation of weekly work hours. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Effectiveness; Teacher Qualifications; Teacher Salaries; Educational Research; Meta Analysis; Funding Formulas; Educational Finance; Teacher Distribution; Disproportionate Representation; Experienced Teachers; Work Environment; Disadvantaged Environment; Disadvantaged Schools; Minority Groups; Performance Factors; Change Strategies; Educational Change; Salary Wage Differentials; Incentives; Educational Resources; Finance Reform; Educational Policy; Personnel Policy; Expenditures; School Demography; Disadvantaged; Policy Analysis; Personnel Management

Abstract:
The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is inequitably distributed, by reviewing research and examining data on school funding, salaries, and teacher qualifications from California and New York--two large states that face similar demographic diversity and educational challenges. Using wage adjustments to control for cost of living differentials, we find that both overall school funding and teacher salary levels are highly inequitable both across and within states--generally exhibiting a ratio of 3 to 1 between high- and low-spending jurisdictions. Furthermore, low-salary districts serve students with higher needs, offer poorer working conditions, and hire teachers with significantly lower qualifications, who typically exhibit higher turnover. We find that districts serving the highest proportions of minority and low-income students have about twice as many uncredentialed and inexperienced teachers as do those serving the fewest. In an elasticity analysis, we find that increases in teacher salaries are associated with noticeable decreases in the proportions of teachers who are newly hired, uncredentialed, or less well educated. These teacher qualifications, in turn, are associated with student achievement, holding student characteristics constant. We review research on strategies that have been largely unsuccessful at addressing this problem, such as "combat pay" intended to recruit teachers to high need schools, suggesting that small bonuses might be productive if added to an equitable salary structure where working conditions are comparable, but may be inadequate to compensate for large differentials in salaries and working conditions. We review studies illustrating successful policy strategies in states that have taken a more systemic approach to equalizing salaries, raising teaching standards, and providing supports for teacher learning and school development. We recommend federal initiatives that could provide stronger supports and incentives for equalizing students' access to well-qualified and effective teachers, including equalizing allocations of ESEA resources across states, enforcing existing ESEA comparability provisions for ensuring equitable funding and equally qualified teachers to schools serving different populations of students, evaluating progress on resource equity in state plans and evaluations under the law, and requiring states to meet standards of resource equity--including the availability of well-qualified teachers--for schools identified as in need of improvement. (Contains 11 tables, 11 figures, and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Shortage; Teacher Qualifications; Unions; Comparative Analysis; Salary Wage Differentials; Foreign Countries; Labor Market; Teacher Education; Educational Change; Teacher Effectiveness

Abstract:
This article compares key features of the labour markets for teachers across Botswana and South Africa in order to seek possible explanations for the apparently larger teacher shortages in South Africa. It is argued that South African teachers earn relatively lower wages when compared to professionals with comparable qualifications; they have also been subject to a more haphazard series of reforms in teacher training, and are the product of a teaching culture shaped heavily by powerful trade unions. The impact of these factors on both the quantity and quality of teachers is considered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; College Programs; Graduate Surveys; College Outcomes Assessment; Educational Benefits; Salary Wage Differentials; Input Output Analysis; Education Work Relationship

Abstract:
What is a college degree truly worth? That is the question that a new report seeks to answer. And it does so by distilling college into a number, expressed in dollars. "The Earning Power of Graduates From Tennessee's Colleges and Universities" is the latest effort to precisely quantify the value of a degree. It identifies the payoff that individual programs at specific colleges yield the first year after graduation. While limited to Tennessee, it will be followed by similar analyses in other states, and it marks the arrival of a new way of evaluating higher education that brings conversations about college productivity and performance to the program level. The report--by College Measures, a partnership of the American Institutes for Research and Matrix Knowledge, a consulting firm--is bound to spark debate about what it counts and omits, and to raise fears over how its findings will be used. The report has been praised by some analysts for merging data on education and employment in valuable ways and for producing revealing insights. For instance, in Tennessee, attending the flagship, in Knoxville, might not lead to a higher paycheck for new graduates than completing a community-college program, depending on the major a student chooses. The report also exposes simmering arguments in higher education: (1) whether college is chiefly for personal economic gain or for serving the public good; (2) whether teaching potential students about the costs and benefits of their college choices will further cement an already widespread consumerist ethos; and (3) whether data on disparate outcomes by discipline will fuel more attacks on liberal-arts programs, whose graduates may not earn large salaries right after college but fare better later. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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