Conference Agenda

Overview and details of the sessions of this online conference.

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The last speaker of each session is the session chair. The discussant is always the following speaker, with the first speaker being the discussant of the last paper. Each paper has a 22-minutes-block in all sessions. There should be 15 minutes and no more than 18 minutes for the presenter. The discussion is then started by the discussant. Please note that the role of the discussant is different compared to previous years: The discussant has only 1-2 minutes and s/he is not allowed to give a lengthy summary of the paper together with comprehensive comments. Instead, her/his task is to raise one single question/comment and, in doing so, start the general discussion! All participants are asked to be strict in timing to allow people to change sessions during the general discussion. For a (rare) session with less papers in the session than the time slot allows, stick to the congress schedule and use 22 minutes per presentation to allow listeners to smoothly change between sessions.

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Please note that all times are shown in the time zone of the conference. The current conference time is: 2nd Dec 2021, 12:15:14pm GMT

 
 
Session Overview
Session
C02: Labor Supply, Immigration, and Welfare Programs
Time:
Wednesday, 18/Aug/2021:
2:15pm - 3:45pm


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Presentations
2:15pm - 2:37pm

Continued Education in Germany: The Roles of Culture and Institutions

Jasmin Vietz

University of Hohenheim, Germany

I study the effect of culture and institutions on continued education activities of immigrants in Germany. To identify a causal effect, I rely on two different sources of variation: (i) differences in immigrants' cultural backgrounds and (ii) differences in educational leave policies at the federal state level. I find that immigrants from more patient cultures are more likely to engage in continued education as adults. Introducing a legal claim on educational leave also has a positive impact on engagement in continued education. This impact is smaller for individuals from more patient cultures suggesting that culture substantially impacts how individuals respond to educational policies.

Vietz-Continued Education in Germany-277.pdf


2:37pm - 3:00pm

Broadband Internet and Business Activity

Richard Huntley Beem

University of Tennessee, United States of America

Does the diffusion of broadband-capable networks enhance business activity and entrepreneurship? Does the narrowing of the Digital Divide spur rural economic growth? To answer these questions empirically, I examine one of the Federal Communication Commission's largest broadband deployment programs to date — Phase II of the Connect America Fund. Exploiting plausibly exogenous variation in the deployment of wired broadband connections during the 2015-18 period, my county-level difference-in-differences results produce persistent gains in the number of firms, establishments, employment, wages, and the number of entrepreneurs in treated counties. Exploring sources of heterogeneity reveals that firm growth is driven by small firms, rural firms, and young firms. Finally, a simple cost-benefit analysis reveals that the CAF II program likely generated a net benefit measuring $236 million.

Beem-Broadband Internet and Business Activity-143.pdf


3:00pm - 3:22pm

Who Benefits From Job Training Programs? Evidence From a High-dosage Program in Brazil

Daniel Da Mata1, Rodrigo Oliveira2, Diana Silva2

1Sao Paulo School of Economics - FGV, Brazil; 2Federal University of Bahia, Brazil

Using admission lotteries and registry data linking labor market outcomes, we study the effect of a vocational training program focused on disadvantaged individuals in Brazil. The intensive program is an 18-month classroom training coupled with a 6-month on-the-job training provided by government-sponsored training centers. When assessing the impacts on 15,000 winners and 200,000 nonwinners who graduated in different business cycle moments, we show that female students fare better than their male counterparts. Results are driven by courses in services and those located in faster-growing local labor markets. Investigating outcomes beyond employment and earnings, we do not find an impact on entrepreneurship or university admission.

Da Mata-Who Benefits From Job Training Programs Evidence From a High-dosage Program-518.pdf


3:22pm - 3:45pm

The Fiscal Effect of Immigration: Reducing Bias in Accounting Estimates

Michael Andrew Clemens

Center for Global Development and IZA, United States of America

Immigration policy can have important net fiscal effects that vary by immigrants' skill level. But mainstream methods to estimate these effects are problematic. Methods based on cashflow accounting offer precision at the cost of bias; methods based on general equilibrium modeling address bias with limited precision and transparency. A simple adjustment greatly reduces bias in the most influential and precise estimates: conservatively accounting for capital taxes paid by the employers of immigrant labor. The adjustment is required by firms' profit-maximizing behavior, unconnected to general equilibrium effects. Adjusted estimates of the positive net fiscal impact of average recent U.S. immigrants rise by a factor of 3.2, with a much shallower education gradient. They are positive even for an average recent immigrant with less than high school education, whose presence causes a present-value subsidy of at least $89,000 to all other taxpayers collectively.

Clemens-The Fiscal Effect of Immigration-496.pdf


 
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