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In this paper we present a counterfactual evaluation of the effect of ICT resources at school on student achievements conducted in Italy. In 2009 156 classes at 6th grade were endowed with additional resources earmarked for purchasing ICT equipments only. By selecting an equivalent number of classes in the same schools we are able to conduct an evaluation of the causal effect of ICT on student achievements, controlling for their initial level. Despite a significant financial investment (in the order of 1500 Euros per student over a three year period), results are very small: if we take the most encouraging results, the average improvement associated to the programme would be 3 test points, corresponding to 17% of a standard deviation. Even if it might be argued that our estimate represents a lower bound for the real effect, overall we conclude that the intervention has been far from being cost effective.

We study here the problem of evaluating whether the selection from a set is close to the ranking determined by a measurable criterion. We propose a number of natural axioms and show that an index exists that satisfies all these axioms. The paper ends with an application of the index to Italian academia.

In this paper we study the associations between educational policies, distributions of educational attainments and income distributions. By matching inequality measures on test scores, years of education and labour earnings by country, birth cohorts and gender, we show that inequality in education (measured both at quality and quantity levels) affect earnings inequality. We then consider potential endogeneity of educational distributions and we resort to instrumental estimation using information on government reforming activity in the field of education. By controlling for country-specific and time fixed effects, and by separating age and cohorts effects, we prove that educational inequality respond to educational reforms, identifying educational policies (like later entry into compulsory education or introduction of standardised tests) capable to reduce income inequalities thirty years later.

We derive a theoretical model of effort in the presence of career concern based on the multi-unit all-pay auction, and closely inspired by the Italian academic market. In this model, the number of applicants, the number of new posts, and the relative importance of the determinants of promotion determine academics' effort. Because of the specific characteristics of Italian universities, where incentives operate only through promotion, and where all appointment panels are drawn from strictly separated and relatively narrow scientific sectors, the model fits well Italian academia, and we test it in a newly constructed dataset which collects the journal publications of all Italian academics working in universities. We find that individual researchers respond to incentives in the manner predicted by the theoretical model: more capable researchers respond to increases in the importance of the measurable determinants of promotion and in the competitiveness of the scientific sector by exerting more effort; less able researchers do the opposite.

In this paper we show that there is a reduction in the correlation coefficient between father and children schooling levels over time in Italy. However, focusing on equality of circumstances, we show that there is still a persistent difference in the odds of attaining a college degree between children of college educated parents and children of parents with lower secondary education attainment. The explanation of these trends lies in differential impact of liquidity constraints and risk aversion. Some descriptive evidence on the persistent differential in returns to college education depending on father's education is also provided.

Building upon some education studies finding that cooperative behaviour in class yields better achievements among students, this paper presents a simple model showing that free riding incentives lead to an insufficient degree of cooperation between schoolmates, which in turn decreases the overall achievement. A cooperative learning approach may instead emerge when competitive behaviour is negatively evaluated by schoolmates, especially when the class is more homogeneous in terms of students' characteristics (e.g., ability). Empirical evidence supporting our model is found using the 2003 wave of the OECD Programme for International Student Assessment (PISA) survey on students' literacy levels. A competitive learning approach has a positive individual return (higher in comprehensive educational systems), while student performance increases with the average cooperative behaviour, particularly in tracked educational systems.

This paper studies the role of the expansion of higher education (HE) in increasing the equality of tertiary education opportunities. It examines Italy's experience during the 1990s, when policy changes prompted HE institutions to offer a wider range of degrees and to open new sites in neighbouring provinces. Our analysis focuses on non-mature full-time students and the results suggest that the expansion might have had only limited effects in terms of reducing existing individual inequality in HE achievement as the greater availability of courses had a significantly positive impact only on the probability of university enrolment but not on that of obtaining a university degree.

In this paper we investigate the existence and the size of territorial differences in Italian students' mathematical competencies. Our analysis benefits from a new data set that merges the 2003 wave of the OECD Programme for International Student Assessment (PISA) with territorial data collected from several statistical sources and with administrative school data collected by the Italian Ministry of Education. We consider three different groups of educational inputs: individual characteristics (mainly family background), school types and available resources, and territorial features related to labour market, cultural resources and aspirations. In addition to the standard gradient represented by parental education and occupation, we find that student sorting across school types also plays a significant role. Among the local factors measured at province level, we find a significant impact of buildings maintenance and employment probabilities. When accounting for territorial differences, we find that most of the North-South divide (75%) is accounted for by differences in endowments, while the local school production functions account for the remaining fraction

Intergenerational mobility in income and education is affected by the influence of parents on children's school choices. Our focus is on the role played by different school systems in reducing or magnifying the impact of parents on children's school choices and therefore on intergenerational mobility in general. We compare two apparently similar educational systems, Italy and Germany, to see how the common feature of separate tracks at Secondary School level may produce different impacts on children choices. Using data from a cross-country survey (PISA 2003), we study the impact of parental education on track choice, showing that the greater flexibility of the Italian system (where parents are free to choose the type of track) translates into greater dependence from parental background. These effects are reinforced when moving to post-secondary education, where the aspiration to go to college is affected not only by the school type but also (in the case of Italy only) by parental education. We then move to country-specific data sets (ISTAT 2001 for Italy and GSOEP 2001 and 2002 for Germany) to study the impact of family background on post-secondary school choices: we find this impact is greatly reduced when we control for secondary school tracks. Overall, we estimate large asymmetries by gender, with women's behavior more independent from family backgrounds than men's behavior.

It is commonly believed that accumulation of human capital (HC) and availability of physical and financial capitals are among the major determinants of economic growth. In a globalised world, where factors of production are increasingly mobile, the process of domestic accumulation of HC might be affected in several ways through migration and capital inflows. Furthermore, endowment of skilled labour and foreign direct investments (FDI) may reinforce each other through possible complementary effects. Our paper aims to advance the existing empirical literature on the relationship between international factor mobility and domestic accumulation of HC in developing countries. We provide new evidence on how the presence of foreign firms in the domestic economy and the emigration of skilled workers impact the domestic school enrolment. We also investigate whether existing supply of skilled labour is a significant determinant of inward flows of foreign capital. The interdependence between factor mobility and HC accumulation supports some simple back-of-the-envelop calculations aiming to investigate the presence of a virtuous (vicious) circle between HC accumulation and FDI inflows.

In this paper we examine the connection between union membership and economic inequality. Using several surveys from the International Social Survey Programme (ISSP) covering the period 1985-2002, we initially examine the impact of relative earnings position on union membership and show that union membership is concentrated in the intermediate earnings groups. Next, we examine the impact of inequality attitudes on union membership. We show that union membership is not only affected by individual expected benefits related to education or earnings, but that attitudes towards inequality also play an important role. When controlling for attitudes, however, the relative income position remains significant in affecting the probability of union membership. We also show that there are no significant trends in the relationship between relative income positions and union membership. Our results indicate that union decline is observed in face of increasing earning dispersion, by attracting fewer members at both tails of earnings distribution.

This paper investigates whether at the interaction between family background and school tracking affects human capital accumulation. Our a priori view is that more tracking should reinforce the role of parental privilege, and thereby reduce equality of opportunity. Compared to the current literature, which focuses on early outcomes, such as test scores at 13 and 15, we look at later outcomes, including literacy, dropout rates, college enrolment, employability and earnings. While we do not confirm previous results that tracking reinforces family background effects on literacy, we do confirm our view when looking at educational attainment and labour market outcomes. When looking at early wages, we find that parental background effects are stronger when tracking starts earlier. We reconcile the apparently contrasting results on literacy, educational attainment and earnings by arguing that the signalling role of formal education captured by attainment matters more than actual skills measured by literacy in the early stages of labour market experience.

In this paper we provide a new methodology to measure opportunity inequality and to decompose overall inequality in an ethically offensive and an ethically acceptable part. Moreover, we provide some empirical applications of these new evaluation tools: in the first exercise, we compare the income distributions of South and North of Italy on the basis of a measure of opportunity inequality. Then, we repeat the exercise using the cognitive abilities in a sample of 15-year old students. In both circumstances we find that the less developed regions in the South are characterized by greater incidence of inequality of opportunity.

We examine what determines differences across countries and over time in the distribution of personal incomes in the OECD. We first model the wage determination process and show that unemployment, the labour share, and the wage differential are all functions of labour market institutions. Next we show that in a model economy with only four types of agents capitalists, skilled and unskilled workers, and unemployed the Gini coefficient of personal incomes can be expressed as a function of the above three variables. Labour market institutions hence affect income inequality, though the sign of their impact is ambiguous. Stronger unions and/or a more generous unemployment benefit tend to reduce inequality through reduced wage differentials, a higher labour share, and also higher unemployment. We then use a panel of OECD countries for the period 1970-96 to examine these effects. We find, first, that the labour share remains an important aspect of overall inequality patterns, and, second, that stronger unions and a more generous unemployment benefit tend to reduce income inequality. High capital-labour ratios also emerge as a strong equalising factor, which has in part offset the impact of increasing wage inequality on the US distribution of personal incomes.

Privatization policy faces increasing popular opposition in Latin America. We test for the determinants of this discontent. We use the results of Latinobarometro (2002), a survey of a representative sample of 18522 individuals in 17 countries as our dependent variable of perception, and a privatization dataset on the same countries, including sectoral disaggregation of divestitures, time profiles, proceeds, and other variables for each country. We use as well a set of macroeconomic variables as controls. Our main finding is that disagreement with privatization is more likely when the respondent is poor, privatization was large and quick, involved a high proportion of public services as water and electricity, the country suffered adverse macroeconomic shocks, and there is high inequality of incomes. The more the respondent is educated, the more adverse to privatization he or she is. We suggest that these results depict a broadly consistent picture of privatization discontent that points to distributional issues, probably because of tariff rebalancing not adequately addressed by policy makers and regulators, as suggested by earlier empirical papers. Further research is needed on the relationship between perceptions and actual welfare changes.