Suchergebnisse

We conceptualize and measure upward mobility over income or wealth. At the core of our exercise is the Growth Progressivity Axiom: transfers of instantaneous growth rates from relatively rich to poor individuals increases upward mobility. This axiom, along with mild auxiliary restrictions, identifies an "upward mobility kernel" with a single free parameter, in which mobility is linear in individual growth rates, with geometrically declining weights on baseline incomes. We extend this kernel to trajectories over intervals. The analysis delivers an upward mobility index that does not rely on panel data. That significantly expands our analytical scope to data-poor settings. (JEL D31, D63, I32, O15, O40)

Many blind and visually impaired employees are working below their potential because of limited opportunity for upward mobility. This article explores the issues surrounding this problem, identifies existing resources, and includes the findings of the American Foundation for the Blind's Task Force on Upward Mobility which state the recommendations for rehabilitation and educational professionals, employers, and consumers.

Two-year community colleges enroll nearly half of all first-time undergraduates in the United States, but to ambiguous effect: low persistence rates and the potential for diverting students from four-year institutions cast ambiguity over two-year colleges' contributions to upward mobility. This paper develops a new instrumental variables approach to identifying causal effects along multiple treatment margins, and applies it to linked education and earnings registries to disentangle the net impacts of two-year college access into two competing causal margins: significant value added for two-year entrants who otherwise would not have attended college, but negative impacts on students diverted from immediate four-year entry. (JEL I23, I26, I28, J24, J31)

"Most working-class people still do not enter higher education, but some do. What enables them to achieve against the odds? In Educational Upward Mobility Antonia Kupfer explores the reasons behind the exceptional educational upward mobility of working-class people in Austria and England to offer answers as to what enables such mobility. With the help of Bourdieu's concept of habitus and by analyzing biographical narrative interviews, this book reveals the social structures and contexts that enable successful working-class participation in education up to university degrees. Although national educational systems and policies may differ, cultural changes, such as attitudes towards women's participation in higher education, are greatly similar. Country-specific patterns also emerge. In Austria, an upper vocational school providing vocational education and access to university is decisive. In England, the Open University, despite its shortcomings, is a second chance for higher education. Surprisingly, however, similarities outweigh differences and point to deeper layers critical to breaking barriers. The deepest is an intriguing mental process by which people with precarious childhoods find security and comfort in higher education by seeking truth. "--