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School resources and labor market outcomes: Evidence from early twentieth-century Georgia
ARTICLE

Economics of Education Review Volume 70, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

The relationship between school resources and students’ labor market outcomes has been a topic of debate among economists for the last half-century. The release of the 1940 United States census, the first to ask questions regarding income, allows for a closer examination of this relationship for those born in the early twentieth century. I link children residing in Georgia in 1910 to their responses as adults to the 1940 census and to district-level measures of school revenues. Georgia is attractive as a case study since State School Fund allocation rules provide a plausibly exogenous source of variation in school district revenues. The results suggest that a 10 percentage point increase in school revenues for the first three years of an individual’s schooling increases educational attainment by more than a third of a year and weekly wage earnings in adulthood by 7.14% (e0.0069×10−1) on average for whites.

Citation

Baker, R.B. (2019). School resources and labor market outcomes: Evidence from early twentieth-century Georgia. Economics of Education Review, 70(1), 35-47. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from Economics of Education Review on June 3, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2019.03.001

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