Learning about heterogeneity in returns to schooling
使用美国青年纵向调查数据，通过贝叶斯层次模型研究教育回报的个体异质性，发现异质性呈连续分布且可用二元正态分布描述，对理解教育收益差异有参考价值。
Abstract Using data from the National Longitudinal Survey of Youth (NLSY) we introduce and estimate various Bayesian hierarchical models that investigate the nature of unobserved heterogeneity in returns to schooling. We consider a variety of possible forms for the heterogeneity, some motivated by previous theoretical and empirical work and some new ones, and let the data decide among the competing specifications. Empirical results indicate that heterogeneity is present in returns to education. Furthermore, we find strong evidence that the heterogeneity follows a continuous rather than a discrete distribution, and that bivariate normality provides a very reasonable description of individual‐level heterogeneity in intercepts and returns to schooling. Copyright © 2004 John Wiley & Sons, Ltd.