Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five Cohorts of American Males
研究家庭背景对教育阶段过渡概率的影响随教育层级提高而减弱的规律，指出传统统计模型存在短视假设和任意分布假设问题，并提出一个参数更少、不依赖任意分布假设的替代模型。
This paper examines an empirical regularity found in many societies: that family influences on the probability of transiting from one grade level to the next diminish at higher levels of education. We examine the statistical model used to establish the empirical regularity and the intuitive behavioral interpretation often used to rationalize it. We show that the implicit economic model assumes myopia. The intuitive interpretive model is identified only by imposing arbitrary distributional assumptions onto the data. We produce an alternative choice‐theoretic model with fewer parameters that rationalizes the same data and is not based on arbitrary distributional assumptions.