Effort: The Unrecognized Contributor to US Income Inequality
- Date Posted:
- Is Database:
- Database
Effort has emerged as a key driver of US income inequality from 1980 to 2016, with data showing a stark contrast in income trends based on education and work hours. High school graduates experienced a significant decline in real earnings, while individuals with advanced degrees who work over 40 hours weekly saw substantial income gains.
The two most important sources of rising income inequality from 1980 to 2016 among employees in the ACS surveys with no self-employment income is acollapse in real earnings for high school graduatesand asubstantial rise in real earnings for those with advanced degrees who work long hourstogether withan increase in hours of these workers....
J. Rodrigo Fuentes and Edward E. Leamer, "Effort: The Unrecognized Contributor to US Income Inequality," National Bureau of Economic Research, November 2019, https://www.nber.org/papers/w26421
NBER argues that personal computing and internet based communicators have primarily benefited workers with natural talent and high levels of education who can create value by working long hours and harmed lower skill workers who have fewer opportunities to operate expensive equipment for longer hours
"... This paper provides theory and evidence that worker effort has played an important role in the increase in income inequality in the United States between 1980 and 2016. The theory suggests that a worker needs to exert effort enough to pay the rental value of the physical and human capital, thus high effort and high pay for jobs operating expensive capital. With that as a foundation, we use data from the ACS surveys in 1980 and 2016 to estimate Mincer equations for six different education levels that explain wage incomes as a function of weekly hours worked and other worker features. One finding isa decline in annual income for high school graduates for all hours worked per week. We argue that the sharp decline in manufacturing jobs forces down wages of those with high school degrees who have precious few high-effort opportunities outside of manufacturing. Another finding is thatincomes rose only for those with advanced degrees and with weekly hours in excess of 40. We attribute this to the natural talent needed to make a computer deliver exceptional value and to the relative ease with which long hours can be chosen when working over the Internet....We show that most levels of education have suffered reductions in real annual earnings from 1980 to 2016.The one exception is improved annual incomes for those with advanced degrees who work more than 40 hours per week....We have provided evidence that the two most important sources of rising income inequality from 1980 to 2016 among employees in the ACS surveys with no self-employment income is a collapse in real earnings for high school graduates and a substantial rise in real earnings for those with advanced degrees who work long hours together with an increase in hours of these workers.... The higher rewards for long hours and the new freedom to work long hours have together stimulated a significant increase in hours worked by the most educated Americans. We document that this increase in effort by the most educated was a significant contributor to the increase in inequality, since the rise in inequality in annual incomes is much greater than the rise in inequality of hourly incomes. We also compute the extent to which incomes fell for those with high school degrees, which also contributes substantially to the increase in inequality. This represents creative destruction at work where the destruction of the human capital embodied in a high school degree comes from both globalization and technological change....The three most important pieces of the story are (1) the large decline in real incomes of High School Graduates, (2) the large increase in incomes of those with Advanced degrees who work long hours, and (3) the increase in hours of those with Advanced degrees......While the reduction of demand for high school graduates because of the decline in manufacturing jobs caused by globalization and technological change is a big part of the story, the effort model explains why wages for high school graduates are high in manufacturing but low in leisure and hospitality. Manufacturing requires the operation of expensive equipment often in teams like assembly lines with fixed numbers of workstations, while restaurant workers use much cheaper equipment and operate more independently. The effort model calls for high rates of compensation for those who operate expensive equipment to compensate for the hours and pace and attentiveness that is required to produce enough output to cover the rental cost of the capital. In our view, the extra pay in manufacturing is not primarily because productivity cannot be monitored (efficiency wages) but instead is payment for the extra effort.Except for trucking, there are few remaining opportunities for high school graduates to operate expensive equipment for long hours at high pace.The effort model also helps understand what is happening to compensation for those with advanced degrees. A lot of the capital used by those with advanced degrees is composed of the combination of out-of-pocket costs and opportunity costs of acquiring the degrees, and high lifetime levels of effort are needed to offset that fixed cost even if the only thing that is operated on the job is a pencil. Into that reality add artificial intelligence, the personal computer and the Internet, which (1) take over the mundane intellectual tasks, and (2) greatly increase the productivity of those with natural talent as well as education and experience, and (3) facilitate long weekly hours working on a home personal computer. To end this essay provocatively, we suggest we may be returning to the income inequality of the Victorian age but with talent replacing land as the source of inherited wealth and power. Those without an inheritance may either crowd together into urban ghettos far from where the wealthy live or work on the gated estates of the wealthy but live outside the walls(figuratively speaking)....While hard-working alone was enough in the industrial age to get a middle-class job in manufacturing, and natural talent alone was enough to allow one to breeze through college and land a prized white-collar job near the top of the income distribution, in the post-industrial world we now live in there is a powerful interaction between talent and effort that determines success. It is not enough anymore to get A’s in college by memorizing and regurgitation. Computers can do that way better than humans. Today the job market is looking for workers with problem-solving skills and creativity.The value-added from a college education is huge for our talented students if they acquire creative problem-solving skills, but the full potential can only be realized through long hours of work...."
We may be returning to the income inequality of the Victorian age but with talent replacing land as the source of inherited wealth and power. Those without an inheritance may either crowd together into urban ghettos far from where the wealthy live or work on the gated estates of the wealthy but live outside the walls (figuratively speaking).
While the reduction of demand for high school graduates because of the decline in manufacturing jobs caused by globalization and technological change is a big part of the story, the effort model explains why wages for high school graduates are high in manufacturing but low in leisure and hospitality. The extra pay in manufacturing … is payment for the extra effort. Manufacturing requires the operation of expensive equipmentoften in teams like assembly lines with fixed numbers of workstations, while restaurant workers use much cheaper equipment and operate more independently. The effort model calls forhigh rates of compensation for those who operate expensive equipment to compensate for the hours and pace and attentiveness that is required to produce enough output to cover the rental cost of the capital.Except for trucking, there are few remaining opportunities for high school graduates to operate expensive equipment for long hours at high pace.
The value-added from a college education is huge for our talented students if they acquire creative problem-solving skills, but the full potential can only be realized through long hours of work.... The higher rewards for long hours and the new freedom to work long hours have together stimulated a significant increase in hours worked by the most educated Americans. We document that thisincrease in effort by the most educated was a significant contributor to the increase in inequality, sincethe rise in inequality in annual incomes is much greater than the rise in inequality of hourly incomes. It is not enough anymore to get A’s in college by memorizing and regurgitation. Computers can do that way better than humans. Today the job market is looking for workers with problem-solving skills and creativity.







