<p>This thesis consists of three papers that examine college choice and earnings among university graduates in Sweden.</p><p>Paper [I] analyzes how geographical accessibility to higher education affects university enrollment decisions in Sweden. The empirical findings show that the probability of enrollment in university education increases with accessibility to university education. The results also indicate that accessibility adds to the likelihood of attending a university within the region of residence. Both these findings are robust with regard to different specifications of accessibility. The empirical results furthermore indicate that the enrollment decisions of individuals with a less privileged background are more sensitive to accessibility to university education than are the decisions of individuals from a more favorable background.</p><p>Paper [II] examines the effect on earnings of graduating from five different college groups. The paper relies on selection on observables and linear regression to identify the earnings effect of college choice. Contrary to the majority of previous Swedish studies, we do not find any systematic differences in estimated earnings between college graduates from the different college groups. This finding does not only hold when considering all college graduates, but also when focusing on men and women separately as well as when considering college graduates in two specific fields of education. The results suggest that an estimator of the earnings effects of college choice that does not properly adjust for ability is likely to be substantially biased.</p><p>Paper [III] estimates the causal effect on earnings of graduating from old universities rather than new universities/university colleges. The study compares estimates from several different matching methods and linear regression. We cannot find any significant differences in earnings between graduates from the two groups of colleges. This holds for male and female sub-samples covering all majors, as well as male and female sub-samples covering two broad fields of education. The results are robust with regard to different methods of propensity score matching and regression adjustment. Furthermore, the results indicate little sensitivity with regard to the empirical support in the data and alternative specifications of the propensity scores.</p>

<p>In this paper I study how the repeal of the Swedish wealth tax (1 of January 2007) has affected people´s labour supply behaviour. This particular issue is relevant because it may help us understand some of the effects of the earnings tax changes that have taken place in Sweden. Accoring to standard economic theory a repealed wealth tax is similar to an income effect for the persons who previously paid the tax. That means that they theoretically will want to consume more leisure, that is decrease their labour supply. The method I am using to test this hypothesis is a difference-in-difference approach where the treatment group consists of persons who previously paid the tax and the control group of comparable persons who did not pay the tax. The data I am using is taken from a Swedish database called LINDA, compiled by the Swedish Central Agency for Statistics (SCB). My main result in this paper is that the repealed wealth tax does not seem to have had any influnece on the labour supply behavior of the persons who previously paid the tax.</p>

<p>Using data from the Labour Force Survey conducted by Statistics South Africa twice yearly this thesis intend to evaluate the Expanded Public Works Programme regarding its effectiveness in creating employment and raising income in households with participating individuals. The South African labour market is well known for its high rates of unemployment and also its segregation, primarily between black and white people, but also young people are having a hard time finding jobs. In order to fight these problems the South African government has launched the Expanded Public Works Programme(EPWP) which provides low- semi-skilled labour with short term employment, the primary target groups being black and coloured people, women, disabled people and young people. Our findings indicate that the EPWP does not significantly enhance the individual’s probability of being employed, nor does it raise the per capita income of households with participating individuals.</p>

This thesis consists of three papers that examine college choice and earnings among university graduates in Sweden. Paper [I] analyzes how geographical accessibility to higher education affects university enrollment decisions in Sweden. The empirical findings show that the probability of enrollment in university education increases with accessibility to university education. The results also indicate that accessibility adds to the likelihood of attending a university within the region of residence. Both these findings are robust with regard to different specifications of accessibility. The empirical results furthermore indicate that the enrollment decisions of individuals with a less privileged background are more sensitive to accessibility to university education than are the decisions of individuals from a more favorable background. Paper [II] examines the effect on earnings of graduating from five different college groups. The paper relies on selection on observables and linear regression to identify the earnings effect of college choice. Contrary to the majority of previous Swedish studies, we do not find any systematic differences in estimated earnings between college graduates from the different college groups. This finding does not only hold when considering all college graduates, but also when focusing on men and women separately as well as when considering college graduates in two specific fields of education. The results suggest that an estimator of the earnings effects of college choice that does not properly adjust for ability is likely to be substantially biased. Paper [III] estimates the causal effect on earnings of graduating from old universities rather than new universities/university colleges. The study compares estimates from several different matching methods and linear regression. We cannot find any significant differences in earnings between graduates from the two groups of colleges. This holds for male and female sub-samples covering all majors, as well as male and female sub-samples covering two broad fields of education. The results are robust with regard to different methods of propensity score matching and regression adjustment. Furthermore, the results indicate little sensitivity with regard to the empirical support in the data and alternative specifications of the propensity scores.

In this paper I study how the repeal of the Swedish wealth tax (1 of January 2007) has affected people´s labour supply behaviour. This particular issue is relevant because it may help us understand some of the effects of the earnings tax changes that have taken place in Sweden. Accoring to standard economic theory a repealed wealth tax is similar to an income effect for the persons who previously paid the tax. That means that they theoretically will want to consume more leisure, that is decrease their labour supply. The method I am using to test this hypothesis is a difference-in-difference approach where the treatment group consists of persons who previously paid the tax and the control group of comparable persons who did not pay the tax. The data I am using is taken from a Swedish database called LINDA, compiled by the Swedish Central Agency for Statistics (SCB). My main result in this paper is that the repealed wealth tax does not seem to have had any influnece on the labour supply behavior of the persons who previously paid the tax.

Using data from the Labour Force Survey conducted by Statistics South Africa twice yearly this thesis intend to evaluate the Expanded Public Works Programme regarding its effectiveness in creating employment and raising income in households with participating individuals. The South African labour market is well known for its high rates of unemployment and also its segregation, primarily between black and white people, but also young people are having a hard time finding jobs. In order to fight these problems the South African government has launched the Expanded Public Works Programme(EPWP) which provides low- semi-skilled labour with short term employment, the primary target groups being black and coloured people, women, disabled people and young people. Our findings indicate that the EPWP does not significantly enhance the individual’s probability of being employed, nor does it raise the per capita income of households with participating individuals.

The central research question is the extent to which gifted programming affects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.

This study is aimed to unpack the ‘black box’ that connects the grade-3 test-based retention policy with students’ academic outcomes. I theorized that the policy effects on teaching and learning may be modified by instructional capacity, but are unlikely to occur through enhancing teachers’ capability to teach. Analyzing the Early Childhood Longitudinal Study Kindergarten cohort (ECLS-K) dataset, I first explored the relationship between the test-based retention policy and instructional capacity as indicated by teacher expectations of students’ learning capability and then investigated whether and how the expectations moderated the policy effects on instructional time reallocation, student academic performance, and student self-perceived academic competence and interests. To remove the selection bias associated with the non-experimental data, I applied a novel propensity score-based causal inference method, the marginal mean weighting through stratification (MMW-S) method and extended it to a causal analysis that approximates a randomization of schools to the test-based retention policy followed by a randomization of classes to teachers with different levels of expectations. Consistent with my theory, I found that the test-based retention policy had no effects on teacher expectations. Although the policy uniformly increased the time allocated to math instruction, it produced no significant changes in students’ overall performance and overall self-perception in math. In addition, I found that students responded differently to the test-based retention policy depending on the expectations they received from the grade-3 teachers. The results suggested some benefits of positive expectations over negative and indifferent expectations in moderating the policy effects, including more access to advanced content, higher learning gains of average-ability students, and more resilient student learning over a long term. However, the results also showed that having positive expectations alone is not sufficient for academic improvement under the high-stakes policy. If implemented by a positive-expectation teacher, the policy could be detrimental to students’ learning in the nontested subject or to their learning of basic reading/math skills. It would as well place the bottom-ability students at a disadvantage. The findings have significant implications for the ongoing high-stakes testing debate, for school improvement under the current accountability reform, and for research of teacher effectiveness.

This study is aimed to unpack the ‘black box’ that connects the grade-3 test-based retention policy with students’ academic outcomes. I theorized that the policy effects on teaching and learning may be modified by instructional capacity, but are unlikely to occur through enhancing teachers’ capability to teach. Analyzing the Early Childhood Longitudinal Study Kindergarten cohort (ECLS-K) dataset, I first explored the relationship between the test-based retention policy and instructional capacity as indicated by teacher expectations of students’ learning capability and then investigated whether and how the expectations moderated the policy effects on instructional time reallocation, student academic performance, and student self-perceived academic competence and interests. To remove the selection bias associated with the non-experimental data, I applied a novel propensity score-based causal inference method, the marginal mean weighting through stratification (MMW-S) method and extended it to a causal analysis that approximates a randomization of schools to the test-based retention policy followed by a randomization of classes to teachers with different levels of expectations. Consistent with my theory, I found that the test-based retention policy had no effects on teacher expectations. Although the policy uniformly increased the time allocated to math instruction, it produced no significant changes in students’ overall performance and overall self-perception in math. In addition, I found that students responded differently to the test-based retention policy depending on the expectations they received from the grade-3 teachers. The results suggested some benefits of positive expectations over negative and indifferent expectations in moderating the policy effects, including more access to advanced content, higher learning gains of average-ability students, and more resilient student learning over a long term. However, the results also showed that having positive expectations alone is not sufficient for academic improvement under the high-stakes policy. If implemented by a positive-expectation teacher, the policy could be detrimental to students’ learning in the nontested subject or to their learning of basic reading/math skills. It would as well place the bottom-ability students at a disadvantage. The findings have significant implications for the ongoing high-stakes testing debate, for school improvement under the current accountability reform, and for research of teacher effectiveness.

This thesis consists of four self-contained papers related to energydemand and household cooking energy.Paper [I] examine the impact of price, income and non-economicfactors on gasoline demand using a structural time series model. Theresults indicated that non-economic factors did have an impact ongasoline demand and also one of the largest contributors to changes ingasoline demand in both countries, especially after the 1990s. Theresults from the time varying parameter model (TVP) indicated thatboth price and income elasticities were varying over time, but thevariations were insignificant for both Sweden and the UK. Theestimated gasoline trend also showed a similar pattern for the twocountries, increasing continuously up to 1990 and taking a downturnthereafter.Paper [II] studies whether the commonly used linear parametricmodel for estimating aggregate energy demand is the correctfunctional specification for the data generating process. Parametricand nonparametric econometric approaches to analyzing aggregateenergy demand data for 17 OECD countries are used. The resultsfrom the nonparametric correct model specification test for theparametric model rejects the linear, log-linear and translogspecifications. The nonparametric results indicate that the effect of theincome variable is nonlinear, while that of the price variable is linearbut not constant. The nonparametric estimates for the price variable isrelatively low, approximately −0.2.Paper [III] relaxed the weak separability assumption betweengasoline demand and labor supply by examining the effect of laborsupply, measured by male and female working hours on gasolinedemand. I used a flexible semiparametric model that allowed fordifferences in response to income, age and labor supply, respectively.Using Swedish household survey data, the results indicated that therelationship between gasoline demand and income, age and laborsupply were non-linear. The formal separability test rejects the null ofseparability between gasoline demand and labor supply. Furthermore,there was evidence indicating small bias in the estimates when oneignored labor supply in the model.Paper [IV] investigated the key factors influencing the choice ofcooking fuels in Ghana. Results from the study indicated thateducation, income, urban location and access to infrastructure werethe key factors influencing household’s choice of the main cookingfuels (fuelwood, charcoal and liquefied petroleum gas). The study alsofound that, in addition to household demographics and urbanization,the supply (availability) of the fuels influenced household choice forthe various fuels. Increase in household income was likely to increasethe probability of choosing modern fuel (liquefied petroleum gas andelectricity) relative to solid (crop residue and fuelwood) and transitionfuel (kerosene and charcoal).