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1.	Frazis, Harley Jay Loewenstein, Mark A.
1.	Reexamining the Returns to Training: Functional Form, Magnitude, and Interpretation BLS Working Paper No. 325, Bureau of Labor Statistics, U.S. Department of Labor, 1999. Also: http://stats.bls.gov/oreec/ec990060.htm Cohort(s): NLSY79 Publisher: U.S. Department of Labor Keyword(s): Employer Opportunity Pilot Project (EOPP); Heterogeneity; Training; Wage Dynamics This paper examines the appropriate functional form and the size of the wage returns to training. In both the National Longitudinal Survey of Youth (NLSY) and Employer Opportunity Pilot Project (EOPP) datasets a log specification fits best. In the NLSY, the full effect of training occurs with a lag as long as two years, training on previous jobs is a substitute for training on the current job, and the return to training declines with labor market experience. The EOPP data indicate that formal and informal training are perfect substitutes; however, an hour of formal training has a much greater effect on wages than does an hour of informal training. We find very large returns to formal training in both the NLSY and EOPP. The mixed continuous-discrete nature of the training variable means that measurement error can cause estimates of the effects of short spells of training to be biased upward, but we demonstrate that the maximum upward bias in estimated returns at the geometric mean is minimal. Heterogeneity in returns is a more plausible explanation of the high estimated return to training; in the EOPP data, the return to training is significantly higher in more complex jobs. With unobserved heterogeneity in returns, our estimates can be regarded as the return to training for the trained, but cannot be extrapolated to the untrained.
	Bibliography Citation Frazis, Harley Jay and Mark A. Loewenstein. "Reexamining the Returns to Training: Functional Form, Magnitude, and Interpretation." BLS Working Paper No. 325, Bureau of Labor Statistics, U.S. Department of Labor, 1999.

2.	Kalenkoski, Charlene Marie Pabilonia, Sabrina Wulff
2.	Parental Transfers, Student Achievement, and the Labor Supply of College Students BLS Working Papers No.410, Bureau of Labor Statistics (DOL), Washington DC, August 2006. Also: http://www.bls.gov/ore/pdf/ec060130.pdf Cohort(s): NLSY97 Publisher: U.S. Department of Labor Keyword(s): Academic Development; Achievement; College Education; Family Income; Part-Time Work; Schooling, Post-secondary; Transfers, Parental Using nationally representative data from the NLSY97 and a simultaneous equations model, this paper analyzes the financial motivations for and the effects of employment on U.S. college students' academic performance. The data confirm the predictions of the theoretical model that lower parental transfers and greater costs of attending college increase the number of hours students work while in school, although students are not very responsive to these financial motivations. They also show that increased hours of work lead to lower grade point averages (GPAs), at least for students attending four-year colleges.
	Bibliography Citation Kalenkoski, Charlene Marie and Sabrina Wulff Pabilonia. "Parental Transfers, Student Achievement, and the Labor Supply of College Students." BLS Working Papers No.410, Bureau of Labor Statistics (DOL), Washington DC, August 2006.

3.	Rothstein, Donna S.
3.	Supervisory Status and Upper-level Supervisory Responsibilities: Evidence from the NLSY79 Working Paper 331, BLS Working Papers Series, September 2000. Also: http://www.bls.gov/ore/pdf/ec000070.pdf Cohort(s): NLSY79 Publisher: U.S. Department of Labor Keyword(s): Armed Forces Qualifications Test (AFQT); Educational Attainment; Ethnic Groups/Ethnicity; Gender Differences; Human Capital; Job Skills; Job Tenure; Racial Differences; Work Experience This paper examines what it means to be a supervisor, in terms of what types of responsibilities are associated with supervisory status, who is more likely to have this authority, and what the wage consequences are from having these types of responsibilities. The results indicate that the wage returns to being a supervisor are not associated with simply having supervisory "status" or a supervisory title, per se, but rather from having associated upper-level supervisory responsibilities. While women are less likely to have supervisory status, once the status is attained, there is a small associated responsibility differential.
	Bibliography Citation Rothstein, Donna S. "Supervisory Status and Upper-level Supervisory Responsibilities: Evidence from the NLSY79." Working Paper 331, BLS Working Papers Series, September 2000.

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