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Age and Cognitive Skills: Use It or Lose It

Cross-sectional age-skill profiles suggest that cognitive skills start declining by age 30 if not earlier. If accurate, such age-driven skill losses pose a major threat to the human capital of societies with rapidly aging populations. We estimate actual age-skill profiles from individual changes in literacy and numeracy skills at different ages. We use the unique German longitudinal component of the ...

Patience and the North-South Divide in Student Achievement in Italy and the United States

Long-Term Gains of Graduating in a Recession for Low Educated Entrants

Economic conditions at time of labor market entry have been shown to have large negative effects on labor market outcomes for an extended period of time. The immediate effects have been shown to be worse for lower educated entrants. In the long run, the effects may be very different as low and high educated have different possibilities to accommodate this negative shock, high educated entrants can...

Langfristige Vorteile eines Hochschulabschlusses während einer Rezession für Berufsanfänger*innen mit niedrigem Bildungsniveau

Der englische Originaltitel des Seminars lautet: “Long-Term Gains of Graduating in a Recession for Low Educated Entrants”. Die Präsentation findet auf Englisch statt. Eine kurze Zusammenfassung zum Vortrag ist nur auf der englischen Veranstaltungsseite verfügbar!

Reconsidering Inequalities in COVID-19 Vaccine Uptake in Germany: A Spatiotemporal Analysis Combining Individual Educational Level and Area-Level Socioeconomic Deprivation

Combining the frameworks of fundamental causes theory and diffusion of innovation, scholars had anticipated a delayed COVID-19 vaccination uptake for people in lower socioeconomic position depending on the socioeconomic context. We qualify these propositions and analyze educational differences in COVID-19 vaccination status over the first ten months of Germany’s vaccination campaign in 2021. Data from ...

Trajectories of School Absences across Compulsory Schooling and Their Impact on Children’s Academic Achievement: An Analysis Based on Linked Longitudinal Survey and School Administrative Data

Prior research has identified that school absences harm children’s academic achievement. However, this literature is focused on brief periods or single school years and does not consistently account for the dynamic nature of absences across multiple school years. This study examined dynamic trajectories of children’s authorised and unauthorised absences throughout their compulsory school career in ...

The Implications of Pupil Rank for Achievement

The significance of social interaction has become an increasingly important part of economic thought and models through the work on peer effects, social norms, and networks. Within this literature, a novel focus of ranking within groups has emerged. The rank of an individual is usually defined as the ordinal position within a specific group. This could be the work environment or a classroom, and much ...

Crowded-out? Changes in Informal Childcare during the Expansion of Formal Services in Germany

Informal childcare care by grandparents, other relatives or friends is an important source of support in many Western countries, including Germany. Yet the role of this type of care is often overlooked in accounts of social policies supporting families with children, which tend to focus on formal childcare. This article examines whether the large formal childcare expansion occurring in Germany in the ...

Kompetenzunterschiede haben sich beim Lesen zu Gunsten von Frauen verschoben

Cross-national Differences in Socioeconomic Achievement Inequality in Early Primary School: The Role of Parental Education and Income in Six Countries

This paper presents comparative information on the strength of the association between socioeconomic status (SES) and literacy skills at ages 6–8, drawing on data from France, Germany, Japan, Rotterdam (Netherlands), the United Kingdom, and the United States. We investigate whether the strength of the association between SES and literacy skills in early-to-mid childhood depends on the operationalization ...