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Title: Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men
Resulting in 1 citation.
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Speer, Jamin D. |
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Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men B.E. Journal of Economic Analysis and Policy 16,1 (January 2016): 97-124. Also: https://www.degruyter.com/view/j/bejeap.2016.16.issue-1/bejeap-2015-0054/bejeap-2015-0054.xml Cohort(s): NLSY79 Publisher: Walter de Gruyter GmbH & Co. KG Keyword(s): Economic Changes/Recession; Educational Attainment; Labor Market Outcomes; Transition, School to Work; Wages; Work Hours/Schedule Permission to reprint the abstract has not been received from the publisher. Using the NLSY's weekly work history data to precisely measure labor market outcomes and the school-to-work transition, I document severe but short-lived effects of leaving school in a recession for men with 9-12 years of education. I find significant effects of entry labor market conditions on wages, job quality, and the transition time from school to work. In contrast to published evidence on more educated workers, I also find large effects on work hours on both the extensive and the intensive margins. When workers leave high school in a recession, they take substantially longer to find a job, earn lower wages, and work fewer full-time weeks and more part-time weeks. A 4-point rise in the initial unemployment rate leads to an increase in the school-to-work transition time of 9 weeks, a 16% decline in year-one average wage, a 28% fall in hours worked in the first year, and a 45% decline in first-year earnings. However, effects of entry conditions are not persistent and are largely gone after the first year. |
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Bibliography Citation
Speer, Jamin D. "Wages, Hours, and the School-to-Work Transition: The Consequences of Leaving School in a Recession for Less-Educated Men." B.E. Journal of Economic Analysis and Policy 16,1 (January 2016): 97-124.
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