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Author: Cameron, Stephen V.

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1.	Cameron, Stephen V. Heckman, James J.
1.	Determinants of Young Males' Schooling and Training Choices In: Training in the Private Sector. Lisa Lynch, ed. Chicago, IL: University of Chicago Press, 1994: pp. 201-231 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): Armed Forces Qualifications Test (AFQT); Dropouts; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; School Dropouts; Schooling, Post-secondary; Training; Training, Post-School This paper examines the determinants of high school graduation, GED certification, and postsecondary participation in academic and vocational training programs.
	Bibliography Citation Cameron, Stephen V. and James J. Heckman. "Determinants of Young Males' Schooling and Training Choices" In: Training in the Private Sector. Lisa Lynch, ed. Chicago, IL: University of Chicago Press, 1994: pp. 201-231

2.	Cameron, Stephen V. Heckman, James J.
2.	Dynamics of Educational Attainment for Blacks, Whites and Hispanics Working Paper, University of Chicago, April 1992 Cohort(s): NLSY79 Publisher: Author Keyword(s): Black Studies; College Enrollment; Current Population Survey (CPS) / CPS-Fertility Supplement; Educational Attainment; Ethnic Groups/Ethnicity; Ethnic Studies; Family Background and Culture; Family Income; Hispanics; Parental Influences; Tuition Permission to reprint the abstract has not been received from the publisher. [First draft: September 1991] This paper examines the role of family background, family income, labor market opportunities and college tuition in accounting for differences in educational attainment by age among black, white and Hispanic males. This study differs from the previous literature in two important ways. (1) Previous influential work by Hauser (1991), Kane (1990) and others is based on Current Population Survey (CPS) data. These data suffer from major limitations of special importance to analyses of the role of family background on educational choices. The CPS data report parental family characteristics of persons only if they are living in the parental home, or, for those attending college, for those living in group quarters. Parental background and income information is not available for nonstudents not living with parents or for students not living in group quarters. Virtually all of the evidence on the importance of family background and family income on schooling choices is derived from samples of "dependents" i.e. persons living in the parental home or students in college living in group quarters. Using the NLSY (National Longitudinal Survey of Youth) data we demonstrate that as a consequence of this data generation process previous studies tend to underestimate the contribution of family income and financial resources to schooling decisions. (2) The NLSY data contain richer background information than does the CPS data. We demonstrate the value of access to such information in accounting for schooling decisions. Exploiting the longitudinal structure of the NLSY data, we model educational choices as decisions made sequentially at each age. Unlike previous cross-sectional studies that focus attention on explaining years of schooling completed, we consider the determinants of educational choices at each age.
	Bibliography Citation Cameron, Stephen V. and James J. Heckman. "Dynamics of Educational Attainment for Blacks, Whites and Hispanics." Working Paper, University of Chicago, April 1992.

3.	Cameron, Stephen V. Heckman, James J.
3.	Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five NBER Working Paper No. 6385, National Bureau of Economic Research, January 1998. Also: http://www.nber.org/cgi-bin/wpsearch.pl?action=bibliography&paper=W6385&year=98 Cohort(s): Mature Women, NLSY79, Older Men, Young Men, Young Women Publisher: National Bureau of Economic Research (NBER) Keyword(s): Armed Forces Qualifications Test (AFQT); College Enrollment; Education; Educational Attainment; Family Background and Culture; Family Income; Family Influences; Family Resources; Heterogeneity; Income; Life Cycle Research; Transition, School to Work; Transitional Programs This paper examines an empirical regularity found in many societies: that family influences on the probability of transiting from one grade level to the next diminish at higher levels of education. We examine the statistical model used to establish the empirical regularity and the intuitive behavioral interpretation often used to rationalize it. We show that the implicit economic model assumes myopia. The intuitive interpretive model is identified only by imposing arbitrary distributional assumptions onto the data. We produce an alternative choice-theoretic model with fewer parameters that rationalizes the same data and is not based on arbitrary distributional assumptions.
	Bibliography Citation Cameron, Stephen V. and James J. Heckman. "Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five." NBER Working Paper No. 6385, National Bureau of Economic Research, January 1998.

4.	Cameron, Stephen V. Heckman, James J.
4.	The Dynamics of Educational Attainment for Black, Hispanic, and White Males Journal of Political Economy 109,3 (June 2001): 455-499. Also: http://www.jstor.org/stable/10.1086/321014 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): College Education; College Enrollment; Educational Attainment; Ethnic Differences; Family Background and Culture; Family Environment; Hispanics; Income; Parental Influences; Racial Differences; Tuition This paper estimates a dynamic model of schooling attainment to investigate the sources of racial and ethnic disparity in college attendance. Parental income in the child's adolescent years is a strong predictor of this disparity. This is widely interpreted to mean that credit constraints facing families during the college-going years are important. Using NLSY data, we find that it is the long-run factors associated with parental background and family environment, and not credit constraints facing prospective students in the college-going years, that account for most of the racial-ethnic college-going differential. Policies aimed at improving these long-term family and environmental factors are more likely to be successful in eliminating college attendance differentials than short-term tuition reduction and family income supplement policies aimed at families with college age children.
	Bibliography Citation Cameron, Stephen V. and James J. Heckman. "The Dynamics of Educational Attainment for Black, Hispanic, and White Males ." Journal of Political Economy 109,3 (June 2001): 455-499.

5.	Cameron, Stephen V. Heckman, James J.
5.	The Dynamics of Educational Attainment for Blacks, Hispanics, and Whites NBER Working Paper No. 7249, National Bureau of Economic Research, July 1999. Also: http://nber.nber.org/papers/W7249 Cohort(s): NLSY79 Publisher: National Bureau of Economic Research (NBER) Keyword(s): College Education; College Enrollment; Educational Attainment; Ethnic Differences; Ethnic Groups/Ethnicity; Hispanics; Income; Racial Differences; Schooling; Skilled Workers; Tuition This paper estimates a dynamic model of schooling attainment to investigate the sources of discrepancy by race and ethnicity in college attendance. When the returns to college education rose, college enrollment of whites responded much more quickly than that of minorities. Parental income is a strong predictor of this response. However, using NLSY data, we find that it is the long-run factors associated with parental background and income and not short-term credit constraints facing college students that account for the differential response by race and ethnicity to the new labor market for skilled labor. Policies aimed at improving these long-term factors are far more likely to be successful in eliminating college attendance differentials than are short-term tuition reduction policies.
	Bibliography Citation Cameron, Stephen V. and James J. Heckman. "The Dynamics of Educational Attainment for Blacks, Hispanics, and Whites." NBER Working Paper No. 7249, National Bureau of Economic Research, July 1999.

6.	Cameron, Stephen V. Heckman, James J.
6.	The Nonequivalence of High School Equivalents Journal of Labor Economics 11,1 (January 1993): 1-47. Also: http://www.jstor.org/stable/2535183 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): High School Completion/Graduates; High School Diploma; High School Dropouts; High School Students; School Completion; School Dropouts; Schooling, Post-secondary; Test Scores/Test theory/IRT; Training This article analyzes the causes and consequences of the growing proportion of high-school-certified persons who achieve that status by exam certification rather than through high school graduation. Exam-certified high school equivalents are statistically indistinguishable from high school dropouts. Whatever differences are found among examcertified equivalents, high school dropouts and high school graduates are accounted for by their years of schooling completed. There is no cheap substitute for schooling. The only payoff to exam certification arises from its value in opening postsecondary schooling and training opportunities, but completion rates for exam-certified graduates are much lower in these activities than they are for ordinary graduates.
	Bibliography Citation Cameron, Stephen V. and James J. Heckman. "The Nonequivalence of High School Equivalents." Journal of Labor Economics 11,1 (January 1993): 1-47.

7.	Cameron, Stephen V. Taber, Christopher Robert
7.	Estimation of Educational Borrowing Constraints Using Returns to Schooling Journal of Political Economy 112,1,Part_1 (February 2004): 132-182. Also: http://www.jstor.org/stable/10.1086/379937 Cohort(s): NLSY79 Publisher: University of Chicago Press Keyword(s): College Education; Education; Educational Costs; Educational Returns This paper measures the importance of borrowing constraints on education decisions. Empirical identification of borrowing constraints is secured by the economic prediction that opportunity costs and direct costs of schooling affect borrowing-constrained and unconstrained persons differently. Direct costs need to be financed during school and impose a larger burden on credit constrained students. By contrast, gross forgone earnings do not have to be financed. We explore the implications of this idea using four methodologies: schooling attainment models, instrumental variable wage regressions, and two structural economic models that integrate both schooling choices and schooling returns into a unified framework. None of the methods produces evidence that borrowing constraints generate inefficiencies in the market for schooling in the current policy environment. We conclude that, on the margin, additional policies aimed at improving credit access will have little impact on schooling attainment.
	Bibliography Citation Cameron, Stephen V. and Christopher Robert Taber. "Estimation of Educational Borrowing Constraints Using Returns to Schooling." Journal of Political Economy 112,1,Part_1 (February 2004): 132-182.

8.	Heckman, James J. Cameron, Stephen V. Schochet, Peter Zygmunt
8.	Determinants and Consequences of Public Sector and Private Sector Training NLS Discussion Paper No. 92-15, Washington DC: U.S. Bureau of Labor Statistics, 1992. Also: http://www.bls.gov/ore/abstract/nl/nl920040.htm Cohort(s): NLSY79 Publisher: U.S. Department of Labor Keyword(s): Earnings; Human Capital; Job Training; Job Turnover; Labor Force Participation; Labor Market Outcomes; Life Cycle Research; Private Sector; Public Sector; Training This in-progress research will use data from the NLSY to estimate the determinants and consequences of participation in private and public training programs. Data from the NLSY contain unusually rich longitudinal information on training and labor market activities. For both national representative samples and subsamples of disadvantaged youth, this research will seek answers to the following questions: (1) What are the determinants of participation in private and public sector training programs? (2) What are the determinants of the amount of time spent in training? (3) What are the impacts of different types of training programs on earnings, wage rates, employment, unemployment, job turnover, and subsequent training? (4) To what extent are public and private training programs comparable in affecting wages, employment, job attachment, and unemployment? These issues will be addressed using explicit life cycle dynamic models to control for the bias that potentially plagues naive regression analysis. Selection bias may arise if persons are not randomly selected into training. Two strategies for addressing selection bias problems are proposed. The emphasis in this project will be on the estimation of robust empirical relationships. This project will provide new information on the labor market dynamics of youth and the role of training in generating those dynamics. The analysis will also shed light on the importance of training in accounting for life cycle wage growth and the empirical importance of training complementarity that is featured in the human capital literature. By estimating the importance of family background and resources as determinants of participation in training, and the substitutability of governmental and private training, it is hoped that more will be learned about the efficacy of alternative strategies for affecting labor market outcomes.
	Bibliography Citation Heckman, James J., Stephen V. Cameron and Peter Zygmunt Schochet. "Determinants and Consequences of Public Sector and Private Sector Training." NLS Discussion Paper No. 92-15, Washington DC: U.S. Bureau of Labor Statistics, 1992.

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