Edward Conard

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The Rise of In-and-Outs: Declining Labor Force Participation of Prime Age Men

AI Summary. Men aged 25-54 who temporarily exit the labor force for under two years, mainly for leisure, account for 20-40% of the decline in prime-age male labor force participation over recent decades, and the authors attribute this to labor supply preferences rather than weaker labor demand. Unlike permanent dropouts, these "in-and-outs" keep strong workforce attachment and show no lifetime earnings loss.

John Coglianese American Economic Association
Date Posted:
January 4, 2019
Is Database:
Database

Decline in Labor Force Participation among prime age men driven by “in-and-outs” who temporarily exit the labor force for leisure activities, without affecting lifetime earnings.

Decline in Labor Force Participation among prime age men driven by “in-and-outs” who temporarily exit the labor...

How much of declining prime-age male participation reflects temporary exits?

Core argument: "In-and-outs," men who leave the labor force for under two years, account for 20–40% of the decline in prime age male labor force participation from 1984 to 2011, exiting primarily for leisure.

The decline in Labor Force Participation (LFP) among prime age men is significantly driven by "in-and-outs," who account for 20-40% of the decrease from 1984 to 2011. These men temporarily exit the labor force for periods under two years, primarily for leisure activities, without affecting their lifetime earnings. In 1960, over 97% of men aged 25-54 were employed or job-seeking, but by 2015, this fell to 88%, equating to 5.5m fewer workers. The rise of in-and-outs is not due to reduced labor demand but reflects changes in personal labor supply preferences. Unlike permanent dropouts, in-and-outs maintain strong workforce attachment and do not experience income loss upon reentry. This trend highlights a distinct labor supply margin, separate from permanent dropouts, which has minimal impact on lifetime income inequality compared to the substantial inequality increase caused by long-term dropouts.

Takeaways by Macro Roundup® AI

  1. "In-and-outs," men who leave the labor force for under two years, account for 20–40% of the decline in prime age male labor force participation from 1984 to 2011, exiting primarily for leisure.
  2. Labor force participation among men aged 25–54 fell from over 97% in 1960 to 88% in 2015, equal to 5.5m fewer workers.
  3. In-and-outs retain strong workforce attachment and lose no income on reentry, leaving lifetime earnings unaffected, while long-term dropouts account for a substantial increase in lifetime income inequality.

New paper finds that the decline in LFP in prime age men is in large part (20-40%) from "in and out" men who pop in and out of the labor force for periods of two years, as opposed to dropouts. these men are largely capable in that there absence from labor force doesn't effect their lifetime earnings, implies it's largely a function of personal preference, "....While out of the labor force, in-and-outs replace time spent working with leisure activities, primarily watching television. In-and-outs do not spend much more time on child care, care for adults, educational activities, or job search during these breaks...."

John Coglianese, "The Rise of In-and-Outs: Declining Labor Force Participation of Prime Age Men," American Economic Association, January 2019, https://www.aeaweb.org/conference/2019/preliminary/608

".....This paper documents that much of the decline in labor force participation of U.S. prime age men comes from “in-and-outs”—who I define as men who temporarily leave the labor force. Individuals moving in and out of the labor force have been an understudied margin of labor supplybut account for 20-40% of the decline in participation between 1984 and 2011. In-and-outs are distinct from unemployed individuals, experiencing no loss of future income as a result of their time out of the labor force, and represent a distinct margin of labor supply from long-term labor force dropouts. Examining explanations for the rise of in-and-outs,I find little evidence to suggest that changes in labor demand are responsible.... In 1960, more than 97% of American men between the ages of 25 and 54 were either employed or actively looking for work. By 2015, this rate had fallen to 88%, representing nearly 5.5 million fewer prime age workers in the labor force at any point in time.... document that participation has changed along an understudied margin of labor supply. I find that “in-and-outs”—men who temporarily leave the labor force—represent a growing fraction of prime age men across multiple data sources and are responsible for 20-40% of the decline in the participation rate between 1984 and 2011. In-and-outs take short, infrequent breaks out of the labor force in between jobs, but they are otherwise continuously attached to the labor force. Leading explanations for the growing share of permanent labor force dropouts, such as disability, do not apply to in-and-outs. Additionally, evidence indicates that the rise of in-and-outs does not result from a decline in labor demand for prime age men. Together, these facts paint a different picture of declining labor supply among prime age men than documented previously..... show that the rise of in-and-outs is a robust phenomenon observed over the last several decades in a number of different longitudinal data sources. In the Survey of Income and Program Participation (SIPP), the share of men who are out of the labor force in any given month rose 5.3 p.p. from 1984 to 2011, with between 1.3 and 2.0 p.p. of this increase coming from nonparticipation spells lasting less than two years. Similar increases in temporary nonparticipation are evident in other longitudinal datasets, including administrative earnings records. Additionally, retrospective data sources inaccurately estimate the number of in-and-outs, as measurement error in retrospective collection is growing over time, possibly due to recall problems or increased rounding by respondents. After returning to the labor force, most in-and-outs are highly attached to the workforce over the subsequent decade.... The rise of in-and-outs appears to be a distinct margin of labor supply from changes in permanent dropouts. The two groups cite different reasons for leaving the labor force, report different qualities of life, and show up in different regions. While some in-andouts could turn into dropouts, the distinctions between these two groups make it more natural to treat them as separate components of the participation decline, with separate explanations, rather than intertwined aspects of the same phenomenon. Additionally, some of the most common explanations that have been put forward for the growth of permanent dropouts, such as disability insurance or incarceration, cannot explain the rise of in-and-outs. In-and-outs do not represent men switching between market-sector work and home production. While out of the labor force, in-and-outs replace time spent working with leisure activities, primarily watching television. In-and-outs do not spend much more time on child care, care for adults, educational activities, or job search during these breaks..... I find that changes in men’s market opportunities can explain little of the rise of in-and-outs.... The rise of in-and-outs forms a different picture of declining labor supply than the common view of men permanently withdrawn from the labor force. In-and-outs are highly attached to the labor force, work typical jobs, and are only notable in that they take brief breaks out of the labor force. I have presented evidence that the increasing prevalence of these breaks does not reflect a change in labor demand. Instead, the rise of in-and-outs may be due to changes in the desired amount of labor supply among prime age men in the US. Since in-and-outs’ breaks are typically short and infrequent, as well as incurring no permanent costs, the rise of in-and-outs likely has had a minimal effect on the inequality of lifetime incomes among men. In contrast, the growth of permanent dropouts over the last several decades, responsible for the other two-thirds of the decline in participation since 1977, likely raised lifetime income inequality substantially. Dropouts not only forgo years of income while out of the labor force but may also experience lower wages if they return to the labor force, compounding the increase in inequality. The differences in consequences between changes along these two margins illustrates the importance of separating in-and-outs from dropouts when studying changes in labor supply....."

  • College
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  • Workforce
    • Education
      • K-12
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Previous articleJanuary 4, 2019Hispanics and Their Contribution to Americas Human CapitalHispanic workers are disproportionately assigned to lower-skill occupations due to lower educational attainment compared to non-Hispanic workers. Controlling for education, age, and gender largely eliminates the Hispanic/non-Hispanic labor market gaps.Next articleJanuary 6, 2019The Latest Front Against Civil RightsThe Trump administration’s rollback of disparate impact principle could alter civil rights enforcement, impacting voting rights, employment statutes & Fair Housing Act. Disparate impact allows discrimination to be identified based on outcomes rather than intent.
Showing 44 database articles primarily about College

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

AI Summary. The authors estimate that students assigned teachers who inflate average grades have lower future test scores, high school graduation, college enrollment, and earnings, with a one standard deviation increase in a teacher's average grade inflation reducing the present value of students' lifetime earnings by $213,872. Inflating passing grades instead raises graduation with limited long-run effects.

Jeffrey Denning, Rachel Nesbit, Nolan Pope and Merrill Warnick National Bureau of Economic Research
Date Posted:
March 24, 2026
Is Database:
Database
Is Important:
Important

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.

How does teacher grade inflation affect students' long-term outcomes and earnings?

Core argument: The authors estimate that assignment to a teacher with one standard deviation higher average grade inflation reduces the present discounted value of students' lifetime earnings by $213,872 per year.

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].

Takeaways by Macro Roundup® AI

  1. The authors estimate that assignment to a teacher with one standard deviation higher average grade inflation reduces the present discounted value of students' lifetime earnings by $213,872 per year.
  2. Higher average grade inflation by teachers lowers students' future test scores, high school graduation likelihood, college enrollment, and earnings, while passing-grade inflation instead reduces grade retention and raises high school graduation with limited long-run effects.
  3. Grade-inflating teachers have moderately lower cognitive value-added, measured as a teacher's contribution to standardized test scores beyond what students' prior scores and background characteristics predict, and slightly higher noncognitive value-added.

Related Articles:

  • Steeper At The Top: Cognitive Ability and Earnings in Finland and Norway — Administrative data on over 350,000 men each in Finland and Norway show a convex relationship between earnings rank and cognitive ability measured by military conscription tests: top-percentile earners score about 1 standard deviation above median earners, who score about 0.5 above bottom-percentile earners. The lowest scores are almost absent among top earners.
  • Never Enough: Dynamic Status Incentives in Organizations — Data on over 5,000 German fighter pilots show performance rose markedly as pilots approached the eligibility threshold for each medal in a tiered awards ladder and slumped immediately after receiving it, with the effect repeating at each successive rung. The authors estimate the ladder added 3,000–5,000 aerial victories, 5–10% of the total.
  • Killer Incentives: Status Competition and Pilot Performance during World War II — Analysis of over 5,000 German World War II fighter pilots finds that public peer recognition was associated with higher victory scores among skilled pilots without higher mortality, while average pilots gained little in victories but died at higher rates. The authors conclude status-based awards can have uneven effects in high-risk settings.
  • College
  • Workforce
    • Education
    • Wages/Income

Master’s Programs Are Cash Cows for Universities. Do They Pay Off for Students?

AI Summary. Adjusting for time spent, tuition costs, and completion probability drastically reduces the estimated return on a master's degree, leaving master's programs with the lowest adjusted return among degree types. Averages mask wide variation: business master's degrees show a negative return on average, while top programs' graduates can earn millions more.

Mark Schneider American Enterprise Institute
Date Posted:
September 10, 2024
Is Database:
Database
Is Important:
Important

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.

Do master's degrees pay off for students after accounting for costs?

Core argument: Adjusting lifetime earnings gains for time spent in school, the cost of the degree, and the probability of completion drastically reduces the return to master's students and places master's degrees last on adjusted ROI.

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.

Takeaways by Macro Roundup® AI

  1. Adjusting lifetime earnings gains for time spent in school, the cost of the degree, and the probability of completion drastically reduces the return to master's students and places master's degrees last on adjusted ROI.
  2. Business, the single largest field of study for master's students, has a negative ROI on average, while graduates of top-performing programs at Dartmouth, MIT, and the University of Pennsylvania can earn millions more than graduates of other business programs.
  3. Students who choose badly could experience a negative ROI of over $1 million, and even in computer science, the field with the highest overall ROI, graduates of some programs experienced negative ROIs.

Related Articles:

  • Why Do Wages Grow Faster for Educated Workers? — College graduates sort into professional, non-routine occupations where wages rise much more with job tenure, and the author estimates this occupational sorting explains at least half of the life-cycle growth in the college wage premium. That premium is estimated at 22% at age 26, 49% at age 40, and 56% at age 60.
  • Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges — Children from top-1% families are more than 2x as likely as middle-class students with comparable SAT/ACT scores to attend an Ivy-Plus college, with two-thirds of the gap attributable to higher admissions rates. The authors attribute this advantage to legacy preferences, weight on non-academic credentials, and athlete recruitment.
  • Multidimensional Human Capital and the Wage Structure — The wage return to cognitive skills has declined, from about 10% higher hourly wages per standard deviation of test score in the 1980s and early 1990s to 4.5% in the 2000s and early 2010s, while returns to a bachelor's degree rose. Social skill-intensive occupations grew as a share of US jobs, with faster real wage growth.
  • College
  • Workforce
    • Education

Human Capital Spillovers and Health: Does Living Around College Graduates Lengthen Life?

AI Summary. Living in an area with more college graduates is associated with lower mortality even after accounting for individuals' own education, and more than half of that correlation can be explained by area differences in smoking and obesity rates. The authors find evidence for both regulatory policies such as workplace smoking bans and peer effects about the harms of smoking.

Jacob Bor, David Cutler, Edward Glaeser and Ljubica Ristovska National Bureau of Economic Research
Date Posted:
April 25, 2024
Is Database:
Database

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.

Does living around college graduates lengthen life?

Core argument: The authors find a strong, robust relationship between area human capital and mortality that persists after controlling for individual education, with more than half the correlation explained by differences in smoking and obesity rates across areas.

[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.

Takeaways by Macro Roundup® AI

  1. The authors find a strong, robust relationship between area human capital and mortality that persists after controlling for individual education, with more than half the correlation explained by differences in smoking and obesity rates across areas.
  2. The authors find empirical evidence for both regulatory policies, such as workplace smoking bans, and peer effects regarding the harms of smoking.
  3. Health-related behaviors are particularly sensitive to human capital spillovers among younger individuals, implicating changing social norms around smoking and obesity across generations in the widening geographic health gaps 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 — Selection plausibly accounts for most or all of the widening mortality gap between US adults with and without a bachelor's degree: high school achievement measures have not risen since the early 1970s while the share earning degrees rose, and national youth survey data show non-graduates increasingly negatively selected on aptitude scores.
  • Accounting for the Widening Mortality Gap Between American Adults With and Without a BA — The mortality gap between American adults with and without a four-year college degree widened across three periods—falling mortality for both with larger gains for graduates, then diverging, then rising faster for the less educated during the pandemic—reaching an 8.5-year difference in adult life expectancy. Americans with a degree, treated as a separate country, would rank just below Japan.
  • How Disadvantage Became Deadly in America — The author calculates that the average age of death among the shortest-lived 10% of Americans is 36, versus 55 in the Netherlands and 57 in Sweden, after falling by about eight years over the past decade. Wealthy Americans live equally long regardless of local opioid use and gun violence, while poor Americans in those areas live far shorter lives.
  • College
  • Workforce
    • Demographics
    • Education
      • K-12

Comments On: "Accounting For the Widening Mortality Gap Between American Adults With and Without a BA" By Anne Case and Angus Deaton

AI Summary. Selection plausibly accounts for most or all of the widening mortality gap between US adults with and without a bachelor's degree: high school achievement measures have not risen since the early 1970s while the share earning degrees rose, and national youth survey data show non-graduates increasingly negatively selected on aptitude scores.

Caroline Hoxby Brookings Papers On Economic Activity
Date Posted:
October 10, 2023
Is Database:
Database

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.

Does selection explain the widening mortality gap by education?

Core argument: Selection is plausibly responsible for most or even all of the widening mortality gap between American adults with and without a BA, according to this commentary on Anne Case and Angus Deaton's work.

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.

Takeaways by Macro Roundup® AI

  1. Selection is plausibly responsible for most or even all of the widening mortality gap between American adults with and without a BA, according to this commentary on Anne Case and Angus Deaton's work.
  2. Comparing the National Longitudinal Survey of Youth cohorts of 1979 and 1997, the distribution of ASVAB percentiles among adults without a BA is shifted leftward for 1997, suggesting non-BAs are increasingly negatively selected.
  3. Measures of achievement among 12th graders and other high school students have not risen since consistent measurement began in the early 1970s, while the share obtaining a BA degree rose dramatically over the same period.

Related Articles:

  • Accounting for the Widening Mortality Gap Between American Adults With and Without a BA — The mortality gap between American adults with and without a four-year college degree widened across three periods—falling mortality for both with larger gains for graduates, then diverging, then rising faster for the less educated during the pandemic—reaching an 8.5-year difference in adult life expectancy. Americans with a degree, treated as a separate country, would rank just below Japan.
  • Why Are Americans Dying So Young? — One in 25 American five-year-olds is projected not to reach age 40, making deaths among the young a defining feature of US mortality. These deaths are overwhelmingly caused by external factors such as drug overdoses, gun violence, and dangerous driving.
  • Who Won the Cold War? Part II — Americans born around 1990 had higher death rates in their 20s than peers in affluent allied countries, and the gap widened across young adulthood. By age 29, US mortality for that cohort was about 2x New Zealand's, 2.5x France's, 3x Japan's, and 4x Italy's or Spain's.
  • College
  • Workforce
    • Demographics
    • Education
      • K-12

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

AI Summary. Children from top-1% families are more than 2x as likely as middle-class students with comparable SAT/ACT scores to attend an Ivy-Plus college, with two-thirds of the gap attributable to higher admissions rates. The authors attribute this advantage to legacy preferences, weight on non-academic credentials, and athlete recruitment.

Raj Chetty, David Deming and John Friedman National Bureau of Economic Research
Date Posted:
July 24, 2023
Is Database:
Database
Is Important:
Important

.@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.

Why are high-income students likelier to attend highly selective private colleges?

Core argument: Children from top-1% families are more than twice as likely to attend an Ivy-Plus college (Ivy League, Stanford, MIT, Duke, Chicago) as middle-class students with comparable SAT/ACT scores.

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.

Takeaways by Macro Roundup® AI

  1. Children from top-1% families are more than twice as likely to attend an Ivy-Plus college (Ivy League, Stanford, MIT, Duke, Chicago) as middle-class students with comparable SAT/ACT scores.
  2. Two-thirds of that attendance gap comes from higher admissions rates for high-income students with comparable test scores, and the remaining third from differences in application and matriculation rates.
  3. The high-income admissions advantage at private colleges reflects preferences for alumni children, weight on non-academic credentials that tend to be stronger among applicants from affluent private high schools, and recruitment of athletes, while highly selective public colleges using more standardized evaluation show smaller disparities by parental income.

Related Articles:

  • Why Do Wages Grow Faster for Educated Workers? — College graduates sort into professional, non-routine occupations where wages rise much more with job tenure, and the author estimates this occupational sorting explains at least half of the life-cycle growth in the college wage premium. That premium is estimated at 22% at age 26, 49% at age 40, and 56% at age 60.
  • Multidimensional Human Capital and the Wage Structure — The wage return to cognitive skills has declined, from about 10% higher hourly wages per standard deviation of test score in the 1980s and early 1990s to 4.5% in the 2000s and early 2010s, while returns to a bachelor's degree rose. Social skill-intensive occupations grew as a share of US jobs, with faster real wage growth.
  • The Economics of Inequality in High-Wage Economies — United States Income, Wealth, Consumption, and Inequality Diana Furchtgott-Roth
  • College
  • Workforce
    • Education
      • Test Scores

Education Has Less to Do With Inequality Than You Think

AI Summary. Wage inequality has risen while the college wage premium has stagnated, with wages at the 95th percentile gaining substantially as real income for the median male college graduate stagnated or declined. This pattern challenges the view that education is a primary driver of rising economic inequality.

Paul Krugman Krugman Wonks Out
Date Posted:
May 11, 2022
Is Database:
Database

@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.

Is education a primary driver of rising wage inequality?

Core argument: Wage inequality has risen since 2000 while the college wage premium has stagnated, challenging the view that education is a primary driver of economic inequality.

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.

Takeaways by Macro Roundup® AI

  1. Wage inequality has risen since 2000 while the college wage premium has stagnated, challenging the view that education is a primary driver of economic inequality.
  2. The gap between wages at the 95th percentile and those of the median male college graduate has widened, with top earners posting substantial gains while median college-graduate real income stagnated or declined.
  3. The stagnation of college-graduate incomes suggests that policymakers weighing student debt relief and broader economic reforms should address structural economic changes rather than educational attainment alone.

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.

  • College
  • Workforce
    • Education
    • Inequality
    • Wages/Income
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