Sabrina Wulff Pabilonia

Parental Transfers, Student Achievement, and the Labor Supply of College Students

Using nationally representative data from the NLSY97 and a simultaneous equations model, this paper analyzes the financial motivations for and the effects of employment on U.S. college students’ academic performance. The data confirm the predictions of the theoretical model that lower parental transfers and greater costs of attending college increase the number of hours students work while in school, although students are not very responsive to these financial motivations. They also provide some evidence that greater hours of work lead to lower grade point averages (GPAs).

Returning to the Returns to Computer Use

This paper re-examines the returns to computer use using a new matched workplace-employee data from Canada. We control for potential selection using instrumental variables. Results suggest that it is not merely the employee having a computer on his desk, but rather having complementary computer skills, that causes wages to increase.

What Effects Do Macroeconomic Conditions Have on Families' Time Together?

We examine family time together using data from the 2003-2010 American Time Use Survey combined with Bureau of Labor Statistics data on state-level unemployment rates. Couple time together is U-shaped; while fathers spend more time engaging in enriching childcare activities without a spouse present as the unemployment rate rises. Patterns are similar for dual-earner couples, but appear concentrated among demographic groups most affected by recessions. We also find that mothers are less likely to work standard hours and more likely to work on weekends as employment crises deepen, which is consistent with both sets of results for family time together.

Which Workers Gain Upon Adopting a Computer

Using the Canadian Workplace and Employee Survey and controlling for individual and establishment fixed-effects, we find that within a year of adopting a computer, the average worker earns a 3.6% higher wage than a worker who did not use a computer. Returns are even larger for managers and professionals, highly educated workers, and those with significant prior computer experience. Employees who adopt computers for use with applications that require high cognitive skills earn the highest returns.

Are Those Who Bring Work Home Really Working Longer Hours? Implications for BLS Productivity Measures

An ongoing debate surrounding BLS productivity data is that official labor productivity measures may be overstating productivity growth because of an increase in unmeasured hours worked outside the traditional workplace. This paper uses both the ATUS and May CPS Work Schedules and Work at Home Supplements to determine whether the number of hours worked by nonfarm business employees are underestimated and increasing over time due to unmeasured hours worked at home. We find that 8 - 9 percent of nonfarm business employees bring some work home from the workplace. In addition, those who bring work home report working longer hours than those who work exclusively in a workplace, resulting in a 0.8 – 1.1 percent understatement of measured hours worked. However, we find no conclusive evidence that productivity trends were biased over the 1997-2005 period due to work brought home from the workplace.

Which Workers Gain from Computer Use

Workers who use computers earn more than those who do not. Is this a productivity effect or merely selection? Using the Canadian Workplace and Employee Survey, we control for selection and find a wage premium of 3.8% for the average worker upon adopting a computer. This premium, however, obscures important differences in returns to computer adoption across education and occupation groups. We find that long-run returns to computer use are over 5% for most workers. Differences between short-run and long-run returns may suggest that workers share training costs through sacrificed wages.

Teenagers' Risky Health Behaviors and Time Use During the Great Recession

This paper uses individual-level data from both the 2003–2011 American Time Use Survey and Youth Risk Behavior Survey along with state-level unemployment rates to examine the effects of a weakening economy during the Great Recession on U.S. teenagers’ activities. Black male teenagers had less sex and spent more time with their parents. Hispanic male teenagers spent less time playing sports and more time watching time TV, and were more likely to be obese. Female teenagers, on the other hand, spent less time working, but made greater investments in their education. However, there were signs that female teenagers were stressed by the weak economic conditions, because they slept less and were more likely to smoke daily. Black females also consumed more alcohol.

Does High School Homework Increase Academic Achievement

ABSTRACT Although previous research has shown that homework improves students’ academic achievement, the majority of these studies use data on students’ homework time from retrospective questionnaires, which may be less accurate than time-diary data. We use data from the combined Child Development Supplement (CDS) and the Transition to Adulthood Survey (TA) of the Panel Study of Income Dynamics to explore the effects of time spent on homework while attending high school on two measures of academic achievement: high school grade point averages and college attendance by age 20. We find that homework time has positive effects on academic achievement for boys.

Time to Work or Time to Play: The Effect of Student Employment on Homework, Housework, Screen Time, and Sleep

Recent research suggests that working while in high school reduces the amount of time students spend doing homework. However, an additional hour of work leads to a reduction in homework by much less than one hour, suggesting a reduction in other activities. This paper uses data from the 2003-2007 American Time Use Surveys (ATUS) to investigate the effects of market work on the time students spend on homework, sleeping, household work, and screen time. Results show that an increase in paid work reduces time spent in all of these activities by 84%, with the largest effect found for screen time.

Children's Media Use and Homework Time

Homework is an important part of the academic production function, but often students are studying while doing another activity. Using the nationally representative Panel Study of Income Dynamics-Child Development Supplement time diaries, this chapter explores changes over the period 1997–2008 in homework time for U.S. children in 1st through 12th grade when homework is done as a sole activity versus simultaneously with another activity. It documents with which technologies and media homework is done simultaneously and how the share of multitasking time differs by gender. This chapter also examines the correlation between childhood attention difficulties and multitasking while studying.