Individuals who serve in the military substitute work experience for post-secondary educational attainment after high school, leading to large educational attainment gaps between new veterans and observably similar nonveterans. Little is known about the evolution of these gaps by age and across cohorts. We investigate the life-cycle attainment of veterans relative to nonveterans using a synthetic panel data approach. Following five multiyear birth cohorts we find that, on average, veterans close a 20-percentage point gap in attainment of a bachelor's or greater over time and significantly outpace observably similar nonveterans in attainment of an associate's degree. Female and minority veterans exceeded the attainment of similar nonveterans over time, and more recent birth cohorts began with larger gaps but closed them at younger ages due to increasing levels of both enrollment and enrollment intensity. Our findings highlight the important role of military service in facilitating social mobility through educational attainment.

Home ownership is the largest component of wealth for most households and its intergenerational transmission underpins the production and reproduction of economic inequalities across generations. Yet, little is currently known about ethnic differences in the intergenerational transmission of housing tenure. In this paper, we use linked Census data covering 1971–2011 to document rates of intergenerational housing tenure mobility across ethnic groups in England and Wales. We find that while home ownership declined across all ethnic groups during this period, there were substantial differences between them. Black, Pakistani, and Bangladeshi households experienced the strongest intergenerational link between parent and child housing tenure, and Black individuals had the highest rates of downward housing mobility. In contrast, those of Indian origin had homeownership rates similar to White British families, and a weaker link between parent and child housing tenure. These patterns are likely to exacerbate existing gradients in other dimensions of ethnicity-based inequality, now and in the future.

The rapid widening of wealth inequalities has led to sharp differences in living standards in Great Britain. Understanding whether and separately the rate at which individuals accumulate particular types of wealth by family background is important for improving wealth and social mobility. We show offspring wealth inequality is driven by housing wealth, and holding such wealth is becoming increasingly associated with early life circumstances relating to parental housing tenure and education, even after controlling for adult offspring’s own characteristics. Importantly, we find adult offspring whose parents hold a degree and are homeowners are no less likely to report homeownership and housing wealth compared to older cohorts from the same background. Our findings infer the intergenerational rank correlation in housing wealth is set to double in approximately three decades.

In Australia and internationally, women continue to be underrepresented in male-dominated trade occupations. A notable barrier is the apprenticeship system, which requires women to overcome obstacles in employment and training. Government and industry stakeholders have encouraged women’s apprenticeships in male-dominated trades through the development of Group Training Organisations’ (GTOs) that operate as intermediaries between apprentices and employers. Extending Acker’s model of workplace inequality regimes, we argue that inequality regimes operate between organisations at an industry-wide level. We ask ‘Do GTOs operate to produce and reproduce workplace and industry-wide inequality regimes? Or can they facilitate improved gender diversity in male-dominated trades?’ Drawing on a recent study of regional tradeswomen’s employment, we find that although GTOs have an important role in facilitating gender diversity, they have inconsistent results in challenging existing inequality regimes. There is a risk that they may become a vector of transmission for workplace inequality regimes to the broader industry.

Young Canadian women engage in post-school study at a much higher rate than their Australian peers, with a large part of the difference in this rate attributable to differences in rates of participation in the non-university sector. This article uses data from the Australian Longitudinal Surveys of Australian Youth and the Canadian Youth in Transition Survey to generate a unique cross-country comparison of the characteristics of young women engaged in different types of post-school education. The results highlight important differences in the role played by academic ability and parental resources in the allocation of educational ‘slots' in the non-university sectors of the two countries. The results suggest that ‘second-tier’ post-school institutions could play a role in boosting rates of post-school education in Australia, with important consequences for the design of policy on this sector.

This study examines the causal relationship between education and the use of digital collaborative platforms as a first step in exploring the potential impact of the new digital labour markets on inequality. From the viewpoint of transaction costs theory, the less educated could benefit significantly from the digital collaborative economy due to the reduction in information costs made possible by this new form of exchange. Conversely, a positive relationship between educational level and platform use may be expected following neoclassical and institutionalist economic theories. Using microdata from the 2016 Eurobarometer survey, together with an instrumental variables strategy and conventional ordinary least squares models, hypothesis testing reveals that education has a clear positive effect on digital collaborative platform use. As a result, the less educated are less likely to access the job opportunities offered by digital labour markets. Understanding the relationship between education and access to digital collaborative platforms and impacts on socio-economic inequality is crucial for designing future public policies that promote social justice and well-being in a disrupted landscape.

This research note focuses on the situation of workers classed in Canada as low-skilled. Using data from the Labour Force Survey conducted by Statistics Canada, we seek to answer the following questions: are workers classed as low-skilled disproportionately affected by rising unemployment rates? What types of jobs are classed as low-skilled? Are these jobs predominantly full-time or part-time? Within this category of low-skilled workers, we will also focus on the situation of women who, according to several recent studies including those by the OECD, are increasingly employed in precarious jobs.

Over the past three decades, educational attainment in Mexico has grown substantially. This increase in educational attainment may affect marriage patterns through the growing supply of individuals with higher education and changing preferences over their partner's education level. We use administrative marriage and birth certificate records to quantify changes in the relative education levels for both married and unmarried couples. Our results suggest that individuals who marry outside their education category prefer to match with a partner with a similar education level. That is, college graduates prefer to match with individuals with a secondary education rather than those with a primary education. We also find that assortativeness among pairs which include college graduates has grown considerably over this time period. Our findings hold across both marriage records and birth certificate records, indicating a parallel increase in assortativeness regardless of marital status.

Historical literacy in Spain is characterised by enormous regional disparities and important differences by sex. This paper addresses these issues, focusing initially on the 1887 census returns and also making use of local empirical data and of in-depth interviews of elderly informants. The goal is to propose an interpretation of historical patterns of literacy based, to a large extent, on the existence of important differences in the perceived value of literacy and education, very high in some regions and very low in others. The author argues that these cleavages go beyond the importance of economic structures, have deep historical roots and continue to be present in contemporary Spain despite the substantial growth in educational attainment taking place during this past century.

We study changes in educational homogamy in the US and four European countries over the decade covering the Great Recession. The marital preferences identified point to the widening of the social gap between different educational groups since these preferences have increased the inclination of the individuals to match with others of similar educational traits in all five countries. We obtain this finding with an aggregate measure characterizing revealed preferences of individuals in relationship. We apply a novel approach for validating our finding: we compare our aggregate measure with dating data informative about the reservation points not only of those people who will be in a couple, but also those who will remain single. Finally, we challenge a commonly held view: we argue that marital preferences should not be blamed for the documented increase of the social gap since preferences are not exogenous, but are shaped by changes in the employment prospects of the potential partners.

This study examines the degree of educational assortative mating, its evolution, and its relationship with income inequality in Thailand using national labor force survey data from 1985 to 2016. Since the 1990s, Thailand shows a trend of decreasing educational homogamy, but there is evidence of continuing educational hypergamy in Thai households. Using the semiparametric decomposition method of DiNardo, Fortin and Lemieux (1996), the study finds that educational assortative mating has affected changes in household income inequality over time. Furthermore, there exists a negative relationship between income inequality and marital sorting with same education, which contradicts evidence found in developed countries.

A commonly held perception is that an elite graduate degree can “scrub” a less prestigious but less costly undergraduate degree. Using data from the National Survey of College Graduates from 2003 to 2017, this article examines the relationship between the status of undergraduate degrees and earnings among those with elite postbaccalaureate degrees. Few graduates of non-selective institutions earn postbaccalaureate degrees from elite institutions, and even when they do, undergraduate institutional prestige continues to be positively related to earnings overall as well as among those with specific postbaccalaureate degrees including business, law, medicine, and doctoral. Among those who earn a graduate degree from an elite institution, the present value of the earnings advantage to having both an undergraduate and a graduate degree from an elite institution generally greatly exceeds any likely cost advantage from attending a less prestigious undergraduate institution.

Policy discourse surrounding Britain’s unusually well-resourced private schools surrounds their charitable status and their relationship with low social mobility, but informative evidence is scarce. We present estimates of the extent to which private and external benefits at age 25 are associated with attendance at private school in England in the 21st century. We find a weekly wage premium of 17 percent, and a 12 percentage point lower chance of downward social mobility. By contrast, private schooling is not significantly associated with participation in local voluntary groups, unpaid voluntary work, or charitable giving and fundraising; this finding casts doubt on claims that private schools deliver ‘public benefit’ in this way.

Inclusion of additional dimensions to population projections can lead to an improvement in the overall quality of the projections and to an enhanced analytical potential of derived projections such as literacy skills and labor force participation. This paper describes the modeling of educational attainment of a microsimulation projection model of the European Union countries. Using ordered logistic regressions on five waves of the European Social Survey, we estimate the impact of mother's education and other sociocultural characteristics on educational attainment and implement them into the microsimulation model. Results of the different projection scenarios are contrasted to understand how the education of the mother and sociocultural variables may affect projection outcomes. We show that a change in the impact of mother's education on children's educational attainment may have a big effect on future trends. Moreover, the proposed approach yields more consistent population projection outputs for specific subpopulations.

This article analyses the evolution of nutritional inequality in Spain among cohorts born between 1840 and 1964. With male height data (N = 358,253), the secular trend of biological well-being and intergenerational anthropometric inequalities are studied based on the coefficient of variation, height percentiles and socioeconomic categories (students, literate non-students and illiterate). The results reveal that the nutritional inequalities were very large in the mid-19th century. Anthropometric inequalities diminished among those born between 1880 and 1919 and increased again, although only moderately, from the cohorts of the 1920s. From the 1930s there was a cycle of sustained increase in height. Despite nutritional improvement, the data suggest that nutritional inequalities increased during the Franco regime, affecting the low-income population segments particularly.

Regional economic differences in Colombia have persisted over time. The present study seeks to contribute to the debate on the territorial differences of the country through the identification of patterns of low coverage in both primary and secondary education between 1904 and 1958. The results, coinciding with other studies on income, show a tendency towards the formation of an educational cluster in the centre of the country and the existence of a human capital trap in the periphery. The results also suggest that there is a high correlation between fiscal capacity and enrolment rates. Finally, it can also be observed that territories with the highest enrolment rates are associated with high urban enrolment rates during the process of country-wide urbanisation.

It is widely known that the Roma have been suffering persistent disadvantages. Yet, little empirical evidence exists. Using the censuses of 1977, 1992, 2002, and 2011, I provide a comprehensive overview of the past, present, and an outlook on the future of the Roma in Romania, home to a large and rapidly growing Roma community. Young Roma, in particular girls, are less likely to be attending school, indicating that lack of educational attainment is likely to persist. The Roma have worse housing conditions and face lower employment and higher unemployment levels. Amongst Roma, females are less likely to be employed than males. Oaxaca–Blinder decompositions of the ethnic and gender employment gaps reveal that the differences in employment cannot be fully explained by observables, such as age or education. Despite the seemingly dire picture, there are signs of improvement for more recent cohorts, as literacy rates have reached close to universal levels.

We use eleven-plus test and appeals data obtained from a large local authority to explore how the process of admission to grammar schools produces such a strong social gradient in entry rates. We look at disparities between eleven-plus and subsequent SATs scores by social background for each element of the test. We then turn to whether the headteacher assessment panel seems to help or hinder poor students on the cusp of passing. Our analysis has implications for how to improve access to grammar schools for those from disadvantaged families.

In this paper we explain some of the difficulties of providing forecasts of the financial benefits of early intervention programmes, focussing on those delivered during the early childhood period. We highlight the diversity of early intervention, and the complexity and multiplicity of outcomes. We summarise recent work at the Early Intervention Foundation to assess the evidence on the impacts of early intervention, recognising the diversity of approaches to delivery and the importance of innovation and local practice as well as of rigorous approaches to evaluating causal effects. We also describe new ways of assessing accurately the local fiscal costs of late intervention and consider the implications of this for addressing the well-established barriers to investment in prevention. Our analysis brings to the fore gaps in the evidence from which even the most rigorous ‘gold-standard’ research is not immune. These limitations prevent the production of an accurate and realistic cost-benefit ratio or net present value for the majority of programmes as delivered in practice. We suggest some paths towards a firmer foundation of evidence and a better alignment of evidence and policy.

As higher education costs rise, many communities have begun to adopt their own financial aid strategy: place-based scholarships for students graduating from the local school district. In this paper, we examine the benefits and costs of the Kalamazoo Promise, one of the more universal and more generous place-based scholarships. Building upon estimates of the program’s heterogeneous effects on degree attainment, scholarship cost data, and projections of future earnings by education, we examine the Promise’s benefit-cost ratios for students differentiated by income, race, and gender. Although the average rate of return of the program is 11%, rates of return vary greatly by group. The Promise has high returns for both low-income and non-low-income groups, for non-Whites, and for women, while benefit assumptions matter more for Whites and men. Our results show that universal scholarships can reach many students and have a high rate of return, particularly for places with a high percentage of African American students. They also highlight the importance of disaggregating benefits and costs by subgroup when performing benefit-cost analysis when the treatment is heterogeneous.