We develop a new equilibrium model in which households’ labour supply choices form the link between sorting on the marriage market and sorting on the labour market. We first show that in theory, the nature of home production—whether partners’ hours are complements or substitutes—shapes equilibrium labour supply as well as marriage and labour market sorting. We then estimate our model using German data to empirically assess the nature of home production, and find that spouses’ home hours are complements. We investigate to what extent complementarity in home hours drives sorting and inequality. We find that home production complementarity strengthens positive marriage sorting and reduces the gender gap in hours and in labour sorting. This puts significant downward pressure on the gender wage gap and on within-household income inequality, but fuels between-household inequality. Our estimated model sheds new light on the sources of inequality in today’s Germany, and—by identifying important shifts in home production technology toward more complementarity—on the evolution of inequality over time.
Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.
Improving school quality with limited resources is a key issue of policy. It has been suggested that instructing teachers to follow specific practices together with tight monitoring of their activities may help improve outcomes in under-performing schools that usually serve poor populations. This paper uses an RCT to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially and by equal amounts for boys and girls. However, the effect is mainly accounted for by children from relatively higher income backgrounds and not for the most deprived. Based on the CLASS instrument we document that quality of teacher-student interactions is positively correlated with the performance of low income students; however, the intervention did not affect these interactions. Guided instruction can improve outcomes, but it is a challenge to reach the most deprived children.