Documents Checchi, Daniele 28 results

"We consider the contribution of the intensive margin of labor supply (hours worked above zero) to the gender wage gap across four economies (Germany, France, US, UK) over a long time-horizon. We first build a model in which firms offer two wage contracts – one that pays a fixed wage but allows workers to choose their preferred number of hours up to “full time”, and a second in which wages are relative to imperfectly observable productivity but hours can be limitless. The former includes part- and full-time work, while the latter represents a class of workers who often must supply very long hours but who can then earn potentially unlimited remuneration. We then apply a Oaxaca decomposition for part-, full-, and over-time workers to observe the relative contribution of sorting and remuneration across these hours “regimes” over time and across countries. Through this, we show that while female employment in over-time work increased and the gender wage decreased, this was not driven by increasing selection but rather by a decrease in the unexplained portion of the wage gap over time. We conclude by considering the contribution of unions and labor market flexibility to these cross-country differences."

"Private school students do not always perform better in standardized tests. We suggest that this may be explained by choice of private schooling by less capable students in countries where government schools are better suited to talented students. To assess the empirical relevance of this mechanism, we exploit cross-country variation in the Program for International Student Assessment (PISA) 2009 survey of differences between private and state school regarding organizational features that are differently suitable for students with different learning ability. We seek and find evidence of this mechanism's empirical relevance in controlled regressions that treat within-country variation of PISA scores as an indicator of unobserved ability to learn."

"In this paper we study the associations between educational policies, distributions of educational attainments and income distributions. By matching inequality measures on test scores, years of education and labour earnings by country, birth cohorts and gender, we show that inequality in education (measured both at quality and quantity levels) affect earnings inequality. We then consider potential endogeneity of educational distributions and we resort to instrumental estimation using information on government reforming activity in the field of education. By controlling for country-specific and time fixed effects, and by separating age and cohorts effects, we prove that educational inequality respond to educational reforms, identifying educational policies (like later entry into compulsory education or introduction of standardised tests) capable to reduce income inequalities thirty years later."

"In this paper we study the effects of educational reforms on school attainment. We construct a dataset of relevant reforms that occurred at the national level over the last century, and match individual information from 24 European countries to the most likely set-up faced when individual educational choices were undertaken. Our identification strategy relies on temporal and geographical variations in the institutional arrangements, controlling for time/country fixed effects, as well as for country specific time trend. By characterizing each group of reforms for their impact on mean years of education, educational inequality and intergenerational persistence, we show an ideal policy menu which has been available to policymakers. We distinguish between groups of policies that are either ‘inclusive' or ‘selective', depending on their diminishing or augmenting impact on inequality and persistence. Finally, we correlate these reform measures to political coalitions prevailing in parliament, finding support for the idea that left-wing parties support reforms that are inclusive, while right-wing parties prefer selective ones."

"In the current debate on the relationship between inequality in income distribution and growth, one of the possible links works through access to education. Starting from an optimal demand for education where, among other things, the years of education depend on family income, we derive two testable predictions in the analysis of aggregate data on school enrolments: a negative (linear) dependence of enrolment rates on the Gini concentration index on income distribution; and a positive dependence on public resources invested in education and/or on skill premium in the labour market. These predictions are tested on a (unbalanced) panel of 108 countries for the period 1960–95. The main finding of this analysis is that, once we control for the degree of development with the (log of) per capita output, financial constraints seem mainly relevant in limiting the access to secondary education. However, when considering gender differences, there is evidence that female participation in education is more conditioned by family wealth, in some cases starting from primary education. Finally, there is weak evidence that public resources spent on education raise the enrolment rates."

"Considering the contribution of the distribution of individual wages and earnings to that of household incomes we find two separate literatures that should be brought together, and bring 'new institutions' into play. Growing female employment, rising dual-earnership and part-time employment underline its relevance. We discuss the measurement of wage inequality, data sources, and stylized facts of wage dispersion for rich countries. The literature explaining the dispersion of wage rates and the role of institutions is evaluated, from the early 1980s to the recent literature on job polarization and tasks as well as on the minimum wage. Distinguishing between supply-and-demand approaches and institutional ones, we find the former challenged by the empirical measurement of technological change and a risk of ad hoc additions, without realizing their institutional preconditions. The institutional approach faces an abundance of institutions without a clear conceptual delineation of institutions and their interactions. Empirical cross-country analysis of the correlation between institutional measures and wage inequality incorporates unemployment and working hours dynamics, discussing the problems of matching individuals to their relevant institutional framework. Minimum wage legislation and active labour market policies come out negatively correlated to earnings inequality in US and EU countries."

"There has been a remarkable upsurge of debate about increasing inequalities and their societal implications, reinforced by the economic crisis but bubbling to the surface before it. This has been seen in popular discourse, media coverage, political debate, and research in the social sciences. The central questions addressed by this book, and the major research project GINI on which it is based, are: - Have inequalities in income, wealth and education increased over the past 30 years or so across the rich countries, and if so why? - What are the social, cultural and political impacts of increasing inequalities in income, wealth and education? - What are the implications for policy and for the future development of welfare states? In seeking to answer these questions, this book adopts an interdisciplinary approach that draws on economics, sociology, and political science, and applies a common analytical framework to the experience of 30 advanced countries, namely all the EU member states except Cyprus and Malta, together with the USA, Japan, Canada, Australia and South Korea. It presents a description and analysis of the experience of each of these countries over the past three decades, together with an introduction, an overview of inequality trends, and a concluding chapter highlighting key findings and implications. These case-studies bring out the variety of country experiences and the importance of framing inequality trends in the institutional and policy context of each country if one is to adequately capture and understand the evolution of inequality and its impacts."