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38 years from 1915 to 1940. Increases in productivity attributable to education accelerated in the two decades from 1960 to 1980, then fell by nearly half from 1980 to 2000— to the lowest levels of the century. 13 percent a year relative to the average for 1915 to 1980. s. S. work force for selected years t. The index is given by Et = Σi wiτ Sit , where wiτ is the (adjusted) wage of education group i (relative to a reference education group) in a base period τ, and Sit is the share of education group i in employment (or total hours) in year t.
Goldin, and l. f. katz and application of new ideas. 6 Although almost all modern governments maintain schools, subsidize educational investments, and mandate some minimum level of education, not all governments have always viewed investments in schooling alike. For example, most of the early twentieth century industrial powerhouses were not favorably disposed to mass education beyond primary schooling. In Europe during the first half of the twentieth century, secondary and postsecondary schooling were either for the elite, as in France and England, or bifurcated, as in Germany, where those who did well or had resources could attend the upper grades and others did apprenticeships.
Delong, c. goldin, and l. f. katz into the work place. S. 34 other aspects of labor quality. Wage rates vary not only with education but also with experience, sex, nativity, and race. If one makes the critical assumption that differences in wage rates reflect differences in worker productivity, it is possible to construct an “augmented” measure of the quality of the labor force that encompasses a broader set of worker characteristics associated with significant wage differentials. 35 However, the indirect effects of discrimination on wages—those that arise, for example, from being denied access to good schools or to in-service training—do affect productivity and are therefore included.