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This thesis employs microeconometric methods to understand determinants and effects of individual behaviour relating to educational and migration choices. First, I make use of a rich and little used dataset, from the Learning and Education Achievement in Punjab Schools (LEAPS) project, to study the market for schools in rural Pakistan, drawing lessons for school markets across developing countries whenever possible. The LEAPS includes a unique combination of student (test score), school (quality location, teacher characteristics), and household data, allowing me to estimate rich models of the demand for schools (using standard methods for estimating demands for differentiated products with multiple attributes, widely used in IO). In parallel, since many schools in rural Pakistan are private, it is also possible to study the supply of schools. Second, using the same dataset (LEAPS) I examine the determinants of children's schooling in Pakistan. I estimate a dynamic structural model of school attendance in which the benefits of schooling are uncertain, and the costs of schooling change (probably increase) as the child grows. The model allows for simple dynamic interactions in parental-decision making. One of the main advantages of having a structural model is the possibility of performing policy experiments. In this context I quantify the effect of demand and supply side policies on school attendance. Finally, using US Census data from 1900 to 1930, I investigate how many immigrants in the U.S. adopted the American first names and why they did so, i.e., I study what factors determine name change. A change in the first name from the ethnic name from origin countries to the American name can be viewed as a change in social identity. Also a change in the name can be associated with an intention to assimilate. The early waves of the US Census are especially interesting for this purpose because they include names of respondents. As far as I know, this data has not been used before. |
