This paper examines the historical relationship between teacher shortages, teacher demand, and the business cycle using Norwegian data covering a period of more than 160 years (1861-2023). We find a procyclical pattern in teacher shortages especially for the post-WW2 period. The post-WW2 results imply that doubling the unemployment rate reduces teacher shortage by 0.6-0.8 percentage points. The finding corroborates evidence from other countries that the public sector hires employees with higher skills during recessions than during booms. In addition, teacher demand increases teacher shortages, where the finding is similar in OLS-models, IV-models, and a panel data approach for the pre-WW2 period. The results indicate that a ten percentage points increase in teacher demand significantly raises teacher shortages by about two percentage points in the pre-WW2 period and three percentage points in the post-WW2 period.

This paper evaluates the long-term labour market effects of access to academic upper secondary education by leveraging centrally determined supply changes in Swedish school regions.

Positive impacts on male adult (age 40) wages and earnings were found of increased supply of both Social Science/Humanities (SSH) and Natural Science/Engineering (NNE), but the mechanisms behind the effects differed. Expansion of SSH seems to be partly mediated by opening up access for male students to other programs, as more of the female students got access to SSH. For NNE, the positive impact was found only in cases where the initial supply was highly restricted, meaning that students who were admitted due to expansions were of relatively high academic ability.

Taken together, the findings highlight the multidimensional impact of local educational supply: Expansion of one program affects not only access to that program, but also competition for other programs.

This study finds substantial reductions to criminal activity from the introduction of a

comprehensive high school support program for disadvantaged youth living in the largest public housing project in Toronto. The program, called Pathways to Education, bundles supports such as regular coaching, tutoring, group activities, free public transportation tickets and bursaries for postsecondary education. In this paper, we use a difference-in-differences approach that compares students living in public housing communities where the program was offered to those living in communities where the program was not offered over time. We find that eligibility for Pathways reduces the likelihood of being charged with a crime by 32 percent at its Regent Park location. This effect is driven by a reduction in charges for breaking and entering, theft, mischief, other traffic offenses and Youth Criminal Justice Act offenses.

The difference-in-differences (DID) approach that identifies the capitalization of amenities through changes in housing prices has been widely used in studies of hedonic estimation. Recently, concerns have been raised about how to interpret estimated capitalization effects as changes in welfare (Kuminoff & Pope, 2010, Klaiber & Smith, 2013) We demonstrate two reasons when this divergence between capitalization and welfare changes arises: 1) changes in preferences of the marginal individual, "Tiebout bias" (Goldstein & Paul, 1981, Rubinfield et al. 1987) and 2) when jurisdictions have a large share of the relevant market's population or "market power." (Hoyt (1991), Agrawal et al. (2022). Following Banzhaf (2021), we estimate the capitalization of school redistricting in a DID framework that incorporates general equilibrium effects. When comparing estimates from this DID model to the conventional DID model, we find significant differences in both the estimates of capitalization effects and welfare changes.