[field_auth], 24 August 2016

Guessing answers can undermine the effectiveness of multiple choice exams. Negative marking, in which incorrect answers are penalised, can limit guessing, but may bias the test against risk-averse test takers. Using Turkish university admission exam data, this column explores whether negative marking biases exams, particularly against women, who tend to be more risk averse. Differences in risk aversion appear to have a limited impact, especially for good students. 

[field_auth], 18 August 2016

It has been widely demonstrated that parental divorce is associated with negative outcomes for affected children. However, the degree of causality in this relationship is not as clear. This column tackles this problem by using the level of gender integration in fathers’ workplaces as an instrument for divorce. The results suggest a causal link between divorce and worse economic outcomes that persists into early adulthood. 

[field_auth], 12 July 2016

Gender gaps in earnings exist in high-skill industries despite male and female workers having similar educational backgrounds. This column uses evidence from the legal industry to assess how performance affects career outcomes across genders. Performance gaps, defined by hours billed and new revenue raised, explain a substantial share of the gender gaps in earnings, as women’s working hours are affected by having young children while those of men are not. An important implication is that gender-based inequality in earnings and career outcomes might not decrease in the near future as more high-skilled workers are explicitly compensated based on performance. 

[field_auth], 06 July 2016

Labour force participation among men ages 25-54 in the US has been falling for more than six decades. This column examines this longstanding decline, its potential causes, and its implications for public policy and the future of the US labour market.

[field_auth], 22 June 2016

Around the world, girls tend to surpass boys in educational achievement. Early childhood inputs have been shown to be particularly important for the formation of children’s skills and behavioural patterns. Using US data, this column shows that in higher-quality schools the gender gap in terms of both skills and behaviour shrinks, with essentially no boy-girl disparity in outcomes at the very best schools. Better schools are thus an effective policy lever for reducing gender disparities in elementary and middle school outcomes.