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Goldin, Claudia

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Goldin, Claudia
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    A Most Egalitarian Profession: Pharmacy and the Evolution of a Family-Friendly Occupation
    (University of Chicago Press, 2016) Goldin, Claudia; Katz, Lawrence
    Pharmacy today is a highly remunerated female-majority profession with a small gender earnings gap and low earnings dispersion. Using extensive surveys of pharmacists, as well as the US Census, American Community Surveys, and Current Population Surveys, we explore the gender earnings gap, penalty to part-time work, demographics of pharmacists relative to other college graduates, and evolution of the profession during the last half-century. Technological changes increasing substitutability among pharmacists, growth of pharmacy employment in retail chains and hospitals, and related decline of independent pharmacies reduced the penalty to part-time work and contribute to the narrow gender earnings gap in pharmacy.
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    For-Profit Colleges
    (Brookings Institution Press, 2013) Deming, David; Goldin, Claudia; Katz, Lawrence
    For-profit, or proprietary, colleges are the fastest-growing postsecondary schools in the nation, enrolling a disproportionately high share of disadvantaged and minority students and those ill-prepared for college. Because these schools, many of them big national chains, derive most of their revenue from taxpayer-funded student financial aid, they are of interest to policy makers not only for the role they play in the higher education spectrum but also for the value they provide their students. In this article, David Deming, Claudia Goldin, and Lawrence Katz look at the students who attend for-profits, the reasons they choose these schools, and student outcomes on a number of broad measures and draw several conclusions. First, the authors write, the evidence shows that public community colleges may provide an equal or better education at lower cost than for-profits. But budget pressures mean that community colleges and other nonselective public institutions may not be able to meet the demand for higher education. Some students unable to get into desired courses and programs at public institutions may face only two alternatives: attendance at a for-profit or no postsecondary education at all. Second, for-profits appear to be at their best with well-defined programs of short duration that prepare students for a specific occupation. But for-profit completion rates, default rates, and labor market outcomes for students seeking associate’s or higher degrees compare unfavorably with those of public postsecondary institutions. In principle, taxpayer investment in student aid should be accompanied by scrutiny concerning whether students complete their course of study and subsequently earn enough to justify the investment and pay back their student loans. Designing appropriate regulations to help students navigate the market for higher education has proven to be a challenge because of the great variation in student goals and types of programs. Ensuring that potential students have complete and objective information about the costs and expected benefits of for-profit programs could improve postsecondary education opportunities for disadvantaged students and counter aggressive and potentially misleading recruitment practices at for-profit colleges, the authors write.
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    Shocking Labor Supply: A Reassessment of the Role of World War II on Women's Labor Supply
    (American Economic Association, 2013) Goldin, Claudia; Olivetti, Claudia
    The most prominent feature of the female labor force across the past hundred years is its enormous growth. But many believe that the increase was discontinuous. Our purpose is to identify the short- and long-run impacts of WWII on the labor supply of women who were currently married in 1950 and 1960. Using WWII mobilization rates by state, we find a wartime impact on weeks worked and the labor force participation of married white (non-farm) women in both 1950 and 1960. The impact, moreover, was experienced almost entirely by women in the top half of the education distribution.
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    Human Capital
    (Springer Verlag, 2016) Goldin, Claudia
    Human capital is the stock of skills that the labor force possesses. The flow of these skills is forthcoming when the return to investment exceeds the cost (both direct and indirect). Returns to these skills are private in the sense that an individual’s productive capacity increases with more of them. But there are often externalities that increase the productive capacity of others when human capital is increased. This essay discusses these concepts historically and focuses on two major components of human capital: education and training, and health. The institutions that encourage human capital investment are discussed, as is the role of human capital in economic growth. The notion that the study of human capital is inherently historical is emphasized and defended.
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    The Origins of Technology-Skill Complementarity
    (Oxford University Press (OUP), 1998) Goldin, Claudia; Katz, Lawrence
    Current concern with relationships among particular technologies, capital, and the wage structure motivates this study of the origins of technology-skill complementarity in manufacturing. We offer evidence of the existence of technology-skill and capital-skill (relative) complementarities from 1909 to 1929, and suggest that they were associated with continuous-process and batch methods and the adoption of electric motors. Industries that used more capital per worker and a greater proportion of their horsepower in the form of purchased electricity employed relatively more educated blue-collar workers in 1940 and paid their blue-collar workers substantially more from 1909 to 1929. We also infer capital-skill complementarity using the wage-bill for non-production workers and find that the relationship was as large from 1909-19 as it has been recently. Finally, we link our findings to those on the high-school movement (1910 to 1940). The rapid increase in the supply of skills from 1910 to 1940 may have prevented rising inequality with technological change.
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    How America Graduated from High School: 1910 to 1960
    (1994) Goldin, Claudia
    Human capital accumulation and technological change were to the twentieth century what physical capital accumulation was to the nineteenth century -- the engine of growth. The accumulation of human capital accounts for almost 60% of all capital formation and 28% of the per capita growth residual from 1929 to 1982. Advances in secondary schooling account for about 70% of the increase in total educational attainment from 1930 to 1970 for men 40 to 44 years old. High school, not college, was responsible for the enormous increase in the human capital stock during much of this century. In this paper I answer when and where high schools advanced in the 1910 to 1960 period. The most rapid expansion in the non-South regions occurred in the brief period from 1920 to 1935. The 1920s provided the initial burst in high school attendance, but the Great Depression added significantly to high school enrollment and graduation rates. Attendance rates were highest in states, regions, and cities with the least reliance on manufacturing and in areas where agricultural income per worker was high. Schooling was particularly low where certain industries that hired youths were dominant and where the foreign born had entered in large numbers before the immigration restriction of the 1920s. More education enabled states to converge to a higher level of per capita income between 1929 and 1947, and states rich in agricultural resources, yet poor in manufacturing, exported educated workers in later decades.
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    The Relative Productivity Hypothesis of Industrialization: The American Case, 1820 to 1850
    (Oxford University Press (OUP), 1984) Goldin, Claudia; Sokoloff, Kenneth
    The American Northeast industrialized rapidly from about 1820 to 1850, while the South remained agricultural. Industrialization in the Northeast was substantially powered during these decades by female and child labor, who comprised about 45% of the manufacturing work force in 1832. Wherever manufacturing spread in the Northeast, the wages of females and children relative to those of adult men increased greatly from levels in the agricultural sector which were previously quite low. Our hypothesis of early industrialization is that such development proceeds first in areas whose agriculture, for various reasons, puts a low value on females and children relative to adult men. The lower the "relative productivity" of females and children in the pre-industrial agricultural or traditional economy the earlier will manufacturing evolve, the proportionately greater will the relative wages for females and children increase, and the relatively more manufactured goods will the economy produce. A two-sector model which incorporates a difference in "relative productivity" between two economies is used to develop seven propositions relating to the process of early industrialization. Data from two early censuses of manufactures, 1832 and 1850, and other sources provide evidence for our hypothesis, demonstrating, for example, the low relative productivity of females and children in the Northeast agricultural sector, and the increase in relative wages for these laborers with industrialization. We conclude that factors with low relative productivity in agriculture were instrumental in the initial adoption of the factory system and of industrialization in general in the U.S., and we believe these results are applicable to contemporary phenomena in developing countries.
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    Human Capital and Social Capital: The Rise of Secondary Schooling in America, 1910–1940
    (MIT Press - Journals, 1999) Goldin, Claudia; Katz, Lawrence
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    The Shaping of Higher Education: The Formative Years in the United States, 1890 to 1940
    (American Economic Association, 1999) Goldin, Claudia; Katz, Lawrence
    The American university was shaped in a formative period from 1890 to 1940 long before the rise of federal funding, the G.I. Bill, and mass higher education. Both the scale and scope of institutions of higher education were greatly increased, the research university blossomed, states vastly increased their funding of higher education, and the public sector greatly expanded relative to the private sector. Independent professional institutions declined, as did theological institutes and denominational colleges in general. Increases in the scale and scope of institutions of higher education were generated by exogenous changes in the that affected the professions generally and that of the clergy in particular. The increase in the share of students in the public sector may also have been prompted by these exogenous changes for they gave advantages to institutions, such as those in the public sector, that had research facilities, reputation, and a long purse. The high school movement, which swept parts of the country from 1910 to 1940, brought students from less privileged backgrounds to college and thus also buoyed enrollments in the public sector. States differed widely in their funding of higher education per capita and we find that greater generosity in 1929 was positively associated with later statehood, lower private college enrollments in 1900, greater shares of employment in mining and manufacturing, higher income, and a proxy for greater and more equally distributed wealth.
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    Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940
    (Cambridge University Press, 2009) Goldin, Claudia; Katz, Lawrence
    The second transformation' of U.S. education the growth of secondary schooling occurred swiftly in the early 1900s and placed the educational attainment of Americans far ahead of that in other nations for much of the twentieth century. Just 9 percent of U.S. youths had high school diplomas in 1910, but more than 50 percent did by 1940. By the mid-1950s the United States was 35 years in front of the United Kingdom in the educational attainment of 14 to 17-year olds. What can explain why secondary schooling advanced in the United States, why differences in secondary schooling emerged across U.S. states and cities, and why America led the world in educational attainment for much of the twentieth century? Although we motivate the paper with international comparisons, the core of the analysis exploits the considerable cross-state, cross-city, and time-series variation within the United States. The areas of the United States that led in secondary school education (the Far West, Great Plains, and parts of New England) were rich in income and wealth, had high proportions of the elderly, and had relative equality of wealth or income. Given wealth, they also contained a low proportion of jobs in manufacturing and low percentages immigrant and Catholic. Homogeneity of economic and social conditions, and the social stability of community, given a modicum of income or wealth, also fostered the extension of education to the secondary school level.