scholarly journals Economic Returns to Education in France: OLS and Instrumental Variable Estimations

2013 ◽  
Vol 18 (2) ◽  
pp. 51-63 ◽  
Author(s):  
Sajjad Haider Bhatti ◽  
Jean Bourdon ◽  
Muhammad Aslam

This article estimates the economic returns to schooling as well as analyzing other explanatory factors for the French labor market. It addresses the issue of endogeneity bias and proposes two new instruments for use in the instrumental variable two-stage least squares technique. Our results show that the proposed instruments are relevant and adequate, based on evidence from the available literature. After using the proposed instruments, we find that the OLS coefficients for schooling are biased downwards. Finally, we choose between the two proposed instruments.

2001 ◽  
Vol 91 (4) ◽  
pp. 795-813 ◽  
Author(s):  
Esther Duflo

Between 1973 and 1978, the Indonesian government engaged in one of the largest school construction programs on record. Combining differences across regions in the number of schools constructed with differences across cohorts induced by the timing of the program suggests that each primary school constructed per 1,000 children led to an average increase of 0.12 to 0.19 years of education, as well as a 1.5 to 2.7 percent increase in wages. This implies estimates of economic returns to education ranging from 6.8 to 10.6 percent. (JEL I2, J31, O15, O22)


2019 ◽  
Vol 20 (4) ◽  
pp. e831-e851 ◽  
Author(s):  
Volker Grossmann ◽  
Aderonke Osikominu

Abstract In absence of randomized-controlled experiments, identification is often aimed via instrumental variable (IV) strategies, typically two-stage least squares estimations. According to Bayes’ rule, however, under a low ex ante probability that a hypothesis is true (e.g. that an excluded instrument is partially correlated with an endogenous regressor), the interpretation of the estimation results may be fundamentally flawed. This paper argues that rigorous theoretical reasoning is key to design credible identification strategies, the foremost, finding candidates for valid instruments. We discuss prominent IV analyses from the macro-development literature to illustrate the potential benefit of structurally derived IV approaches.


2019 ◽  
Vol 19 (1) ◽  
Author(s):  
E. R. John ◽  
K. R. Abrams ◽  
C. E. Brightling ◽  
N. A. Sheehan

Abstract Background Recently, there has been a heightened interest in developing and evaluating different methods for analysing observational data. This has been driven by the increased availability of large data resources such as Electronic Health Record (EHR) data alongside known limitations and changing characteristics of randomised controlled trials (RCTs). A wide range of methods are available for analysing observational data. However, various, sometimes strict, and often unverifiable assumptions must be made in order for the resulting effect estimates to have a causal interpretation. In this paper we will compare some common approaches to estimating treatment effects from observational data in order to highlight the importance of considering, and justifying, the relevant assumptions prior to conducting an observational analysis. Methods A simulation study was conducted based upon a small cohort of patients with chronic obstructive pulmonary disease. Two-stage least squares instrumental variables, propensity score, and linear regression models were compared under a range of different scenarios including different strengths of instrumental variable and unmeasured confounding. The effects of violating the assumptions of the instrumental variables analysis were also assessed. Sample sizes of up to 200,000 patients were considered. Results Two-stage least squares instrumental variable methods can yield unbiased treatment effect estimates in the presence of unmeasured confounding provided the sample size is sufficiently large. Adjusting for measured covariates in the analysis reduces the variability in the two-stage least squares estimates. In the simulation study, propensity score methods produced very similar results to linear regression for all scenarios. A weak instrument or strong unmeasured confounding led to an increase in uncertainty in the two-stage least squares instrumental variable effect estimates. A violation of the instrumental variable assumptions led to bias in the two-stage least squares effect estimates. Indeed, these were sometimes even more biased than those from a naïve linear regression model. Conclusions Instrumental variable methods can perform better than naïve regression and propensity scores. However, the assumptions need to be carefully considered and justified prior to conducting an analysis or performance may be worse than if the problem of unmeasured confounding had been ignored altogether.


2015 ◽  
Vol 14 (6) ◽  
pp. 807 ◽  
Author(s):  
Mduduzi Biyase ◽  
Talent Zwane

This paper investigates, using the first three waves of the National Income Dynamic dataset, the link between education and wages. Specifically it estimates the potential impact of the educational levels on wages in South Africa over the period 2008 – 2012.  A two-stage least squares (2SLS) method is applied to account for endogeneity bias. More specifically, we use a lagged education as an instrumental variable in a two-stage least squares framework. Our results show that the proposed instruments is relevant and that there is an unambiguously positive effect on the wages of an individual from participation in education. 


Author(s):  
Dorota Kmieć

The paper attempts to identify the causes of unemployment among the rural population. Logit model was used to determine the size of the impact of explanatory factors examined the situation in the labor market. The following potential predictors were considered: socio-demographic characteristics and household income, improving one’s skills through training and personal competencies.


Author(s):  
Imed Limam ◽  
Abdelwahab Ben Hafaiedh

This chapter aims at identifying the main determinants of earnings and at estimating the private returns to education in Tunisia. The private rate of return to schooling is relatively low by international standards, especially for basic education. It is argued that in addition to the limited capacity of the economy to create high-productivity jobs, institutional factors may explain the low and heterogeneous returns to education in Tunisia. The returns to schooling are found to increase with the level of education. Regional disparities in earnings and returns to higher education may be explained by the lack of economic opportunities and low exposure to market forces in many inland regions, and also by differentiated early-life conditions as well as inequality of opportunity in access to quality education. These results are used to suggest directions to strengthen the role of public policies in reducing inequality of opportunities in both schooling and earnings.


Sign in / Sign up

Export Citation Format

Share Document