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More evidence-this time from CBO-that higher (even much higher) minimum wages largely do what they’re supposed to do

Jared Bernstein On The Economy
Date Posted:
July 11, 2019
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CBO estimates that raising the federal minimum wage to $15/hr by 2025 would increase pay of 27.3m workers, boost incomes of poor families by 5% & reduce poverty by 1.3m people.

Raising the federal minimum wage to $15/hr by 2025 is projected to increase the pay of 27.3m workers, or 17% of the workforce, according to the CBO. This policy would boost incomes of poor families by 5% and reduce poverty by 1.3m people, thereby decreasing inequality as these gains are partially funded by reduced profits. While CBO estimates a potential job loss of 1.3m workers weekly in 2025, the range of employment impact is between 0 and -3.7m, indicating uncertainty in job-loss effects. The report challenges the classical model that assumes mandated pay raises harm all affected, suggesting that benefits of such wage increases outweigh the costs. This provides policymakers with evidence supporting higher minimum wages as a tool to enhance living standards, reduce poverty, and combat inequality.

Jared Bernstein, "More evidence-this time from CBO-that higher (even much higher) minimum wages largely do what they’re supposed to do,"On The Economy, July 8, 2019, http://jaredbernsteinblog.com/more-evidence-this-time-from-cbo-that-higher-even-much-higher-minimum-wages-largely-do-what-theyre-supposed-to-do/

".... Raising the federal minimum wage to $15 per hour by 2025 would lift the pay of 27.3 million workers—17 percent of the workforce—according to a new report from the Congressional Budget Office. It would raise the incomes of poor families by 5 percent and thus reduce the number of people in poverty by 1.3 million. Since these low-end gains would be partially financed out of profits, the increase in the wage floor would reduce inequality. CBO also estimates that “1.3 million workers who would otherwise be employed would be jobless in an average week in 2025.” Because economists’ estimates of the job-loss effects from minimum wage increase are so wide-ranging—some studies find little-to-no job loss impacts; other find more—CBO estimates that there’s a two-thirds chance that the actual change in employment is between 0 and -3.7 million. Interestingly, -1.3 million is not the midpoint between 0 and -3.7, suggesting the budget office gave a bit more weight to studies finding less evidence of job-loss effects.The simple, classical model—raise pay by mandate and everyone affected gets hurt—is clearly wrong, as the CBO report shows. Just how wrong is it is something we’ll continue to argue about.But in the meantime, policy makers who want to improve the living standards of low-wage workers, reduce poverty, and push back on inequality can rest assured that, as the budget office’s new report shows, the evidence is on their side. The benefits of the increase—even a significant increase like this one—far outweigh the costs....."

Bernstein on CBO report

Steve: So in that table three they show that the change in employment in a average week @ 15 will be -.5mm for less then high school, -.8mm for high school/some college, -.1mm for college, so that's -1.4mm, which ~ lines up with their -1.3mm (they note that numbers don't always sum do to rounding)

Ed CommentIt would likely be in a footnote. That's how CBO hides stuff.

More evidence-this time from CBO-that higher (even much higher) minimum wages largely do what they’re supposed to do.

Raising the federal minimum wage to $15 per hour by 2025 would lift the pay of 27.3 million workers—17 percent of the workforce—according to a new report from the Congressional Budget Office. It would raise the incomes of poor families by 5 percent and thus reduce the number of people in poverty by 1.3 million. Since these low-end gains would be partially financed out of profits, the increase in the wage floor would reduce inequality.

CBO also estimates that “1.3 million workers who would otherwise be employed would be jobless in an average week in 2025.” Because economists’ estimates of the job-loss effects from minimum wage increase are so wide-ranging—some studies find little-to-no job loss impacts; other find more—CBO estimates that there’s a two-thirds chance that the actual change in employment is between 0 and -3.7 million. Interestingly, -1.3 million is not the midpoint between 0 and -3.7, suggesting the budget office gave a bit more weight to studies finding less evidence of job-loss effects.

Thus spoke Zarathustra the CBO. Should this lead objective policy makers to embrace or eschew the policy to increase the federal minimum wage to $15 in 2025 (assume for this exercise that “objective policy makers” exist)?

I’d give a solid push towards embrace. It’s a progressive policy that’s long been shown to largely hit its goals of boosting the earnings of low-wage workers whose families seriously need the income. Yes, the report warns that some will be hurt by the increase, but the best research suggests their job-loss estimate may be too high. Moreover, even if they’re right, the ratio of helped-to-hurt is 21 (27.3m/1.3m). And given the extent of turnover in the low-wage labor market, many of those 1.3 million workers will eventually find new jobs, jobs which pay a lot better than their old ones.

Full disclosure: I’ve long advocated for minimum wage increases, so my “embrace” won’t surprise those who’ve followed that work. But the reason why I—and, more importantly, progressive institutions like the Economic Policy Institute, CBPP, CAP, and many others—have long advocated for minimum wage increases is that a deep body of uniquely high-quality research finds that prior increases have had their intended effects of raising low-wage workers’ incomes without leading to significant job loss.

But isn’t the $15 minimum wage a lot more ambitious than prior increases (the CBO report also simulates $10 and $12 increases)? It is, and as such, it will have a much larger “bite” than prior increases, meaning it will apply to a larger share of low-wage workers than past increases. Figure 4 in the report shows that the 1991 increase directly affected about 6 percent of workers; this one could affect almost 14 percent.

To evaluate this concern, go back to my comment about “uniquely high-quality research.” By that I mean that because so many states and cities have implemented higher wage floors on their own—there are over 130 such cases over the last few decades—researchers have been able to conduct many more experimental-type studies than in virtually any other area of economics, comparing outcomes in places that raised their wage floor to outcomes in places that did not. Moreover, some of these increases have had comparable bites to the $15 wage simulated by CBO, as shown by this new paper by Godoey and Reich.

The importance of this new report relative to today’s CBO release is that G&R focus especially on high-impact (large bite) increases. They find “positive wage effects but do not detect adverse effects on employment, weekly hours or annual weeks worked. We do not find negative employment effects among women, blacks and/or Hispanics. We do find substantial declines in household and child poverty.”

No single study will end this debate, but as someone who’s been in this debate for about 30 years, believe me: especially since the path-breaking work of the late (man, that’s still painful to write) Alan Krueger and David Card, the evidence from this sort of controlled study has changed many economists’ and policy makers’ views on minimum wages.

The simple, classical model—raise pay by mandate and everyone affected gets hurt—is clearly wrong, as the CBO report shows. Just how wrong is it is something we’ll continue to argue about. But in the meantime, policy makers who want to improve the living standards of low-wage workers, reduce poverty, and push back on inequality can rest assured that, as the budget office’s new report shows, the evidence is on their side. The benefits of the increase—even a significant increase like this one—far outweigh the costs.

Ed Comment:By 2 unknowns I mean the loss is 1.3mm in total but that could be 2.0 mm loss for the least skilled and 0.7mm gain for others, for a net loss of 1.3mm. The 2 unknowns being 2.0 and 0.7. Similarly it could be 3.9 loss (ie 3x1.3) and 2.6 gain. I find that CBO minimizes the bad news by leaving it hidden.

Steve:Got it, okay clearly they have the numbers given this projection, "....The $15 option would alter employment more for some groups than for others. Almost 50 percent of the newly jobless workers in a given week—600,000 of 1.3 million—would be teenagers (some of whom would live in families with income well above the poverty threshold). Employment would also fall disproportionately among part-time workers and adults without a high school diploma...." going though the back pages now, they don't seem to have a compositional breakdown of that 1.3 by educational attainment that's capturing say people with high school degree's substituting for the non-high school workers.

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Previous articleJuly 11, 2019The Effects on Employment and Family Income of Increasing the Federal Minimum WageRaising the federal minimum wage to $15 by 2025 would result in a 0.8% reduction in employment, equating to 1.3m fewer jobs in an average week, according to @CBOWashington. Real family income is expected to decline by 0.1%, or $9bn.Next articleJuly 11, 2019The Budget and Economic Outlook: 2014 to 2024ACA will reduce total hours worked on net by 1.4-2% btw 2017-2024, primarily due to workers opting to supply less labor in response to new taxes & incentives, as well as financial benefits.
Showing 44 database articles primarily about College

Easy A’s, Less Pay: The Long-Term Effects of Grade Inflation

Jeffrey Denning, Rachel Nesbit, Nolan Pope and Merrill Warnick National Bureau of Economic Research
Date Posted:
March 24, 2026
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Data from Los Angeles and Maryland linking high school, postsecondary, and earnings records suggest that one class-year with a teacher with 1 SD higher mean grade inflation reduces the PDV of their students’ lifetime earnings by ~$213,872.

We develop two teacher-level measures of grade inflation: one measuring average grade inflation (the year-specific teacher fixed effect showing the teacher’s average contribution to grades after controlling for the student's contemporaneous performance in the focal subject as measured by the corresponding subject test score as well as prior test scores, prior grades, and other background characteristics), and another measuring a teacher's propensity to give a passing grade [which affects primarily students near the bottom of the distribution]. A [separate] cognitive value-added measure [included in the regressions] is a teacher fixed effect capturing how much a teacher raises students' standardized test scores relative to what would be predicted from the students' prior test scores and background characteristics. Grade-inflating teachers have moderately lower cognitive value-added and slightly higher noncognitive value-added. The two [grade-inflation] measures differentially impact students' long-term outcomes. Being assigned a higher average grade inflating teacher reduces a student's future test scores, the likelihood of graduating from high school, college enrollment, and ultimately earnings. A teacher with one standard deviation higher average grade inflation reduces the present discounted value [PDV] of lifetime earnings of their students by $213,872 per year.  In contrast, passing grade inflation reduces the likelihood of being held back and increases high school graduation, with limited long-run effects. [Figure 7 in the gallery].

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  • Never Enough: Dynamic Status Incentives in Organizations — Performance of Nazi fighter pilots rose as they neared eligibility for a medal and fell off upon receipt, prompting periodic offerings of new medals. This…
  • Killer Incentives: Status Competition and Pilot Performance during World War II — Analysis of >5k German fighter pilots reveals that awards & status competition significantly influenced performance, with disparities across skill levels…
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Master’s Programs Are Cash Cows for Universities. Do They Pay Off for Students?

Mark Schneider American Enterprise Institute
Date Posted:
September 10, 2024
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Mark Schneider @AEIecon reviews the ROI of master’s degree programs and finds “vast differences among fields of study and among programs in the same field of study.” He argues that policymakers need to provide accurate ROI metrics to applicants.

The absolute increase in lifetime earnings is the average gain in income between students completing the degree and the counterfactual earnings of similarly situated students without the degree. Incorporating the time spent getting a master’s degree, the cost of obtaining the degree, and the probability of completing a program generates an “adjusted ROI.” Taking these costs into account drastically reduces the return to the student—and puts the return for master’s degrees dead last. [But] Averages Hide Lots of Information. Business is the single largest field of study for master’s students; but, on average, business master’s degrees have a negative ROI. But graduates from the top performing programs—including Dartmouth, the Massachusetts Institute of Technology, and the University of Pennsylvania— can earn millions more than graduates from other business programs. Students who choose badly could experience a negative ROI of over $1 million. Even in computer science, the field with the highest overall ROI, graduates from some programs experienced negative ROIs.

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  • Why Do Wages Grow Faster for Educated Workers? — .@ProfDavidDeming finds that the college wage premium is driven by occupational sorting: workers with college degrees enter jobs with higher returns to tenure…
  • Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges — .@OppInsights finds that the “Ivy-Plus” (Ivy League, plus UChicago, Duke, MIT, Stanford) admit students from the highest income families scoring in the top 1%…
  • Multidimensional Human Capital and the Wage Structure — The return to cognitive skills has declined since 2000 and there has been rising demand for “social skills.” “Jobs with the most employment and earnings growth…
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Human Capital Spillovers and Health: Does Living Around College Graduates Lengthen Life?

Jacob Bor, David Cutler, Edward Glaeser and Ljubica Ristovska National Bureau of Economic Research
Date Posted:
April 25, 2024
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Bor, @Cutler_econ, Glaeser, and @lj_ristovska find a strong negative correlation between the % of college graduates in an area and all-cause mortality, even after controlling for individual education.

[There is] a strong and robust relationship between area human capital and mortality, even after controlling for individual education. More than half of the correlation between area human capital and mortality can be explained by differences in smoking rates and obesity rates across areas, and that [these effects are] strong even after controlling for individual education. More than half of the correlation between area human capital and mortality can be explained by differences in smoking rates and obesity rates across areas. We find empirical evidence for [both] regulatory policies such as workplace smoking bans, and peer effects about the harms of smoking. Health-related behaviors are particularly sensitive to human capital spillovers among younger individuals, implicating the role of changing social norms around smoking and obesity across generations in the widening geographic gaps in health between high and low human capital areas.

Related Articles:

  • Comments On: “Accounting For the Widening Mortality Gap Between American Adults With and Without a BA” By Anne Case and Angus Deaton — Caroline Hoxby argues that Anne Case and Angus Deaton’s recent findings on the divergence btw Americans with a BA and those without is largely driven by…
  • Accounting for the Widening Mortality Gap Between American Adults With and Without a BA — As of 2021, US adults with a college degree have a life expectancy at age 25 on par with Japan, but US adults without a BA have a life expectancy that’s 8.5…
  • How Disadvantage Became Deadly in America — Lower life expectancy for America’s poor is largely driven by opioids and gun deaths. Among the 10% of Americans who die youngest, the mean age of death is 36.
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Comments On: "Accounting For the Widening Mortality Gap Between American Adults With and Without a BA" By Anne Case and Angus Deaton

Caroline Hoxby Brookings Papers On Economic Activity
Date Posted:
October 10, 2023
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Caroline Hoxby argues that Anne Case and Angus Deaton’s recent findings on the divergence btw Americans with a BA and those without is largely driven by a compositional shift that has occurred as more Americans have graduated college.

I find it entirely plausible that selection accounts for most or even all of the widening mortality gap. Measures of achievement have not risen among 12 graders and other high school students for essentially the entire period since we started to measure them in a consistent way (i.e. since the early 1970s). However, the share who obtain a BA degree has increased quite dramatically over the same period. An NLSY [National Longitudinal Survey Youth] exercise shows that non-BAs are increasingly negatively selected. A comparison between the NLSY79 (1979) and the NLSY97 (1997) shows that the distribution of ASVAB [Armed Services Vocational Aptitude Battery] percentiles of non-BAs is shifted to the left for 97 vis-a-vis 79.

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  • Who Won the Cold War? Part II — Nicholas Eberstadt @AEI notes that the age-adjusted mortality rates for Americans born in 1990, the year after the Berlin Wall fell, is now higher than for…
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      • K-12

Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges

Raj Chetty, David Deming and John Friedman National Bureau of Economic Research
Date Posted:
July 24, 2023
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.@OppInsights finds that the “Ivy-Plus” (Ivy League, plus UChicago, Duke, MIT, Stanford) admit students from the highest income families scoring in the top 1% of SAT/ACT at far greater rates than those from lower-income families.

Children from families in the top 1% are more than twice as likely to attend an Ivy-Plus college (Ivy League, Stanford, MIT, Duke, and Chicago) as those from middle-class families with comparable SAT/ACT scores. Two-thirds of this gap is due to higher admissions rates for students with comparable test scores from high-income families; the remaining third is due to differences in rates of application and matriculation. The high-income admissions advantage at private colleges is driven by three factors: (1) preferences for children of alumni, (2) weight placed on non-academic credentials, which tend to be stronger for students applying from private high schools that have affluent student bodies, and (3) recruitment of athletes, who tend to come from higher-income families. Highly selective public colleges that follow more standardized processes to evaluate applications exhibit smaller disparities in admissions rates by parental income than private colleges that use more holistic evaluations.

Related Articles:

  • Why Do Wages Grow Faster for Educated Workers? — .@ProfDavidDeming finds that the college wage premium is driven by occupational sorting: workers with college degrees enter jobs with higher returns to tenure…
  • Multidimensional Human Capital and the Wage Structure — The return to cognitive skills has declined since 2000 and there has been rising demand for “social skills.” “Jobs with the most employment and earnings growth…
  • The Economics of Inequality in High-Wage Economies — United States Income, Wealth, Consumption, and Inequality Diana Furchtgott-Roth
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      • Test Scores

Education Has Less to Do With Inequality Than You Think

Paul Krugman Krugman Wonks Out
Date Posted:
May 11, 2022
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@PaulKrugman, according to his Wonk Out piece, the gap btw median male college graduate wages and the 95th percentile has widened since 2000, with the latter seeing substantial gains while the former’s real income has stagnated or declined.

Since 2000, wage inequality has risen while the college wage premium has stagnated, challenging the notion that education is a primary driver of economic inequality. Data shows that the gap between wages at the 95th percentile and those of the median male college graduate has widened, with the former seeing substantial gains while the latter's real income has stagnated or declined. This suggests that a college degree is no longer a reliable path to financial success for many, contradicting the belief that college-educated individuals are part of the economic elite. The disparity highlights that factors beyond education, such as structural economic changes, play a significant role in rising inequality. This insight is crucial for policymakers considering student debt relief and broader economic reforms, as it underscores the need to address systemic issues rather than focusing solely on educational attainment.

The Economic Policy Institute had a very useful analysis of this data just before the pandemic. Between 1979 and 2000, there was a rough match between growth in one measure of overall inequality — the gap between wages at the 95th percentile and those of the median worker — and its estimate of the average wage premium for college-educated workers. Since 2000, however, wage inequality has continued to rise, while the college premium has barely changed... my own version of this observation, comparing growth of incomes of households at the 95th percentile with those of the median male college graduate. Now, Americans at the 95th percentile don’t consider themselves rich, because they aren’t, surely as compared with C.E.O.s, hedge funders and so on. Nonetheless, they have seen substantial gains. On the other hand, the typical college graduate — who is, remember, someone who made it through and received an accredited degree — hasn’t.

Paul Krugman, "Education Has Less to Do With Inequality Than You Think,"Krugman Wonks Out, April 29, 2022, https://www.nytimes.com/2022/04/29/opinion/college-student-loan-debt.html

Education Has Less to Do With Inequality Than You Think

President Biden says that he is taking a “hard look” at student debt relief, which probably means that some significant relief is coming. For one thing, Biden promised relief during the 2020 campaign. For another, it’s one progressive priority he can address by executive action, which is important given the extreme difficulty of getting anything through an evenly divided Senate.

How much relief will he offer? I have no idea. How much relief should he offer? I’m for going as big as political realities allow, but I understand that too generous a debt write-off might produce a backlash. And I have no confidence that I know where the line should be drawn.

What I think I do know is that much of the backlash to proposals for student debt relief is based on a false premise: the belief that Americans who have gone to college are, in general, members of the economic elite.

The falsity of this proposition is obvious for those who were exploited by predatory for-profit institutions that encouraged them to go into debt to get more or less worthless credentials. The same applies to those who took on educational debt but never managed to get a degree — not a small group. In fact, around 40 percent of student loan borrowers never finish their education.

But even among those who make it through, a college degree is hardly a guarantee of economic success. And I’m not sure how widely that reality is understood.

What is widely understood is that America has become a far more unequal society over the past 40 years or so. The nature of rising inequality, however, isn’t as broadly known. I keep encountering seemingly well-informed people who believe that we’re mainly looking at a widening gap between the college-educated and everyone else.

This story had some truth to it in the 1980s and 1990s, although even then it didn’t account for the huge income gains at the top of the distribution — the rise of the 1 percent and even more among the 0.01 percent. Since 2000, however, most college graduates have actually seen their real incomes stagnate or even decline.

The Economic Policy Institute had a very useful analysis of this data just before the pandemic. Between 1979 and 2000, there was a rough match between growth in one measure of overall inequality — the gap between wages at the 95th percentile and those of the median worker — and its estimate of the average wage premium for college-educated workers. Since 2000, however, wage inequality has continued to rise, while the college premium has barely changed:

Education Has Less to Do With Inequality Than You Think: Extended Excerpt Image 1


Furthermore, not all college graduates have had the same experience. Some have done pretty well, but many have seen no gains at all:

Education Has Less to Do With Inequality Than You Think: Extended Excerpt Image 2


I have my own version of this observation, comparing growth of incomes of households at the 95th percentile with those of the median male college graduate:

Education Has Less to Do With Inequality Than You Think: Extended Excerpt Image 3


Now, Americans at the 95th percentile don’t consider themselves rich, because they aren’t, surely as compared with C.E.O.s, hedge funders and so on. Nonetheless, they have seen substantial gains. On the other hand, the typical college graduate — who is, remember, someone who made it through and received an accredited degree — hasn’t.

So here’s how I see it: Much of the student debt weighing down millions of Americans can be attributed to false promises.

Some of these promises were scams pure and simple; think Trump University. Even those who weren’t outright cheated, however, were pulled in by elite messaging assuring them that a college degree was a ticket to financial success. Too many didn’t realize that their life circumstances might make it impossible to finish their education — it’s hard for comfortable, upper-middle-class Americans to realize how difficult staying in school can be for young people from poorer families with unstable incomes. Many of those who did manage to finish found that the financial rewards were far smaller than they expected.

And all too many of those who fell victim to these false promises ended up saddled with large debts.

Of course, there are many Americans who have suffered from rising inequality. I wouldn’t argue that college debtors are greater victims than, say, truck drivers who have seen their real wages plunge or families stuck in declining rural areas and small towns. And we should be helping all of these people.

Unfortunately, most things we could and should be doing for Americans in need — like extending the expanded child tax credit — can’t be done in the face of 50 Republican senators, plus Joe Manchin. Student debt relief, by contrast, is something President Biden can do. So he should.

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