Options
Devereux, Paul J.
Preferred name
Devereux, Paul J.
Official Name
Devereux, Paul J.
Research Output
Now showing 1 - 10 of 48
- PublicationOlder and wiser? Birth order and IQ of young men(Institute for the Study of Labor, 2007-08)
; ; While recent research finds strong evidence that birth order affects children’s outcomes such as education and earnings, the evidence on the effects of birth order on IQ is decidedly mixed. This paper uses a large dataset on the population of Norway that allows us to precisely measure birth order effects on IQ using both cross-sectional and within-family methods. Importantly, irrespective of method, we find a strong and significant effect of birth order on IQ, and our results suggest that earlier born children have higher IQs. Our preferred estimates suggest differences between first-borns and second-borns of about one fifth of a standard deviation or approximately 3 IQ points. Despite these large average effects, birth order only explains about 3% of the within-family variance of IQ. When we control for birth endowments, the estimated birth order effects increase. Thus, our analysis suggests that birth order effects are not biologically determined. Also, there is no evidence that birth order effects occur because later-born children are more affected by family breakdown.621 - PublicationUnderstanding Intergenerational Mobility: The Role of Nature versus Nurture in Wealth and Other Economic Outcomes and Behaviors(University College Dublin. School of Economics, 2019-02)
; ; ; Wealth is highly correlated between parents and their children; however, little is known about the extent to which these relationships are genetic or determined by environmental factors. We use administrative data on the net wealth of a large sample of Swedish adoptees merged with similar information for their biological and adoptive parents. Comparing the relationship between the wealth of adopted and biological parents and that of the adopted child, we find that, even prior to any inheritance, there is a substantial role for environment and a much smaller role for pre-birth factors and we find little evidence that nature/nurture interactions are important. When bequests are taken into account, the role of adoptive parental wealth becomes much stronger. Our findings suggest that wealth transmission is not primarily because children from wealthier families are inherently more talented or more able but that, even in relatively egalitarian Sweden, wealth begets wealth. We further build on the existing literature by providing a more comprehensive view of the role of nature and nurture on intergenerational mobility, looking at a wide range of different outcomes using a common sample and method. We find that environmental influences are relatively more important for wealth-related variables such as savings and investment decisions than for human capital. We conclude by studying consumption as an overall measure of welfare and find that, like wealth, it is more determined by environment than by biology.377 - PublicationEffects of industry growth and decline on gender and education wage gaps in the 1980sThe author uses longitudinal data to study the effects of industry growth and decline on wage changes between 1976 and 2001. He finds that over this period, workers who were initially in industries that subsequently expanded enjoyed faster wage growth than other workers. Moreover, wage growth was strongly related to employment changes in industries the individual was likely to move to: that is, workers' wage growth tended to be relatively fast if their skills suited them for entry into rapidly expanding industries, whether or not they actually moved between industries. The author uses the estimates to evaluate the effects of industry demand changes on within-cohort relative wages during the 1980s. He finds that changes in industrial composition can account for most of the within-cohort increase in the wages of women relative to men and about 30-50% of the increase in the relative wages of more educated groups within cohorts.
599 - PublicationLike father, like son? A note on the intergenerational transmission of IQ scoresMore able parents tend to have more able children. While few would question the validity of this statement, there is little large-scale evidence on the intergenerational transmission of IQ scores. Using a larger and more comprehensive dataset than previous work, we are able to estimate the intergenerational correlation in IQ scores, examining not just average correlations but also how this relationship varies for different subpopulations. We find that there is substantial intergenerational transmission of IQ scores; an increase in father’s IQ at age 18 of 10% is associated with a 3.2% increase in son’s IQ at the same age. This relationship holds true no matter how we break the data. This effect is much larger than our estimated elasticity of intergenerational transmission of income of approximately .2.
390 - PublicationImproved errors-in-variables estimators for grouped dataGrouping models are widely used in economics but are subject to finite sample bias. I show that the standard errors-in-variables estimator (EVE) is exactly equivalent to the Jackknife Instrumental Variables Estimator (JIVE), and use this relationship to develop an estimator which, unlike EVE, is unbiased in finite samples. The theoretical results are demonstrated using Monte Carlo experiments. Finally, I implement a model of intertemporal male labor supply using microdata from the United States Census. There are sizeable differences in the wage elasticity across estimators, showing the practical importance of the theoretical issues even when the sample size is quite large.
452 - PublicationIt’s not just for boys! Understanding Gender Differences in STEMWhile education levels of women have increased dramatically relative to men, women are still greatly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) college programmes. We use unique data on preference rankings for all secondary school students who apply for college in Ireland and detailed information on school subjects and grades to decompose the sources of the gender gap in STEM. We find that, of the 22 percentage points raw gap, about 13 percentage points is explained by differential subject choices and grades in secondary school. Subject choices are more important than grades -- we estimate male comparative advantage in STEM (as measured by subject grades) explains about 3 percentage points of the gender gap. Additionally, differences in overall achievement between girls and boys have a negligible effect. Strikingly, there remains a gender gap of 9 percentage points even for persons who have identical preparation at the end of secondary schooling (in terms of both subjects studied and grades achieved); however, this gap is only 4 percentage points for STEM-ready students. We find that gender gaps are smaller among high-achieving students and for students who go to school in more affluent areas. There is no gender gap in science (the large gaps are in engineering and technology), and we also find a smaller gender gap when we include nursing degrees in STEM, showing that the definition of STEM used is an important determinant of the conclusions reached.
154 - PublicationEarnings Returns to the British Education ExpansionWe study the effects of the large expansion in British educational attainment that took place for cohorts born between 1970 and 1975. Using the Quarterly Labour Force Survey, we find that the expansion caused men to increase education by about a year on average and gain about 8% higher wages; women obtained a slightly greater increase in education and a similar increase in wages. Clearly, there was a sizeable gain from being born late enough to take advantage of the greater educational opportunities offered by the expansion. Treating the expansion as an exogenous increase in educational attainment, we obtain instrumental variables estimates of returns to schooling of about 6% for both men and women.
376 - PublicationWhy the apple doesn't fall far : understanding intergenerational transmission of human capital(Institute for the Study of Labor, 2003-10)
; ; Parents with higher education levels have children with higher education levels. However, is this because parental education actually changes the outcomes of children, suggesting an important spillover of education policies, or is it merely that more able individuals who have higher education also have more able children? This paper proposes to answer this question by using a unique dataset from Norway. Using the reform of the education system that was implemented in different municipalities at different times in the 1960s as an instrument for parental education, we find little evidence of a causal relationship between parents’ education and children’s education, despite significant OLS relationships. We find 2SLS estimates that are consistently lower than the OLS estimates with the only statistically significant effect being a positive relationship between mother's education and son's education. These findings suggest that the high correlations between parents’ and children’s education are due primarily to family characteristics and inherited ability and not education spillovers.507 - PublicationRank Effects in Education: What do we know so far?In recent years there has been a plethora of empirical papers by economists concerning the effects of academic rank in school or college on subsequent outcomes of students. We review this recent literature, describing the difficult identification and measurement issues, the assumptions and methodologies used in the literature, and the main findings. Accounting for ability or achievement and across a range of countries, ages, and types of educational institutions, students that are more highly ranked in their class or their grade have been found to have better long-term outcomes. The effect sizes are generally large when compared to magnitudes found for other factors and interventions. Rank effects can provide useful insight into other educational phenomena such as the extent to which students benefit from high ability peers and the presence of a gender gap in STEM. However, the state of knowledge has probably not reached the point where the empirical findings from this literature have practical implications for policy intervention to improve outcomes of students.
36