ECO 115 - Final Exam

COLLINS & MARGO: what decade did this paper study urban riots from?

1960s

COLLINS & MARGO: what city had the most severe riots in 1968?

Baltimore

COLLINS & MARGO: how does the paper define a 1960’s “race-related” riot?

a “spontaneous event”

• with at least 30 participants, some of whom were Black

• that resulted in property damage, looting, or other “aggressive" behavior

• that was not directly associated with civil rights protests

COLLINS & MARGO: how many riots were catalogued between 1964 and 1971?

more than 700

COLLINS & MARGO: what year did the most severe riots occur?

1968

COLLINS & MARGO: What percent of the riots had severity indexes of less than 0.01?

90%

COLLINS & MARGO: What is the range of the riot severity index?

0.0-5.0

COLLINS & MARGO: What event triggered riots in 125 cities in 1968?

assassination of MLK

COLLINS & MARGO: what are indicators of riot severity?

Black population, large cities, level of manufacturing in city

COLLINS & MARGO: In medium-severity cities, how much did Black property values fall relative to low-severity cities during the 1960s?

7 log point decrease

COLLINS & MARGO: In high-severity cities, how much did Black property values fall relative to low-severity cities during the 1960s?

15 log point decrease

COLLINS & MARGO: is there any evidence that Black property values in riot-torn cities bounced back, relative to others, during the 1970s?

no

COLLINS & MARGO: what are the relevant instrumental variables related to riot severity in this paper?

rainfall, organizational form of government

COLLINS & MARGO: where were the riots’ effects most strongly felt?

in the immediate vicinity of the riots

COLLINS & MARGO: By what percent decrease in Black-owned home values did the riots induce in 1970?

approximately 10% decrease

COLLINS & MARGO: by what percent did the riot tracts lose population relative to the non-riot tracts, between 1960 and 1980?

approximately 30% decrease

COLLINS & MARGO: are the paper’s results consistent with a demand-driven relative price decline?

yes

COLLINS & MARGO: in cities with severe riots, _____ (large/small) portions of the Black populations resided in the vicinity of the riots.

large

COLLINS & MARGO: the negative impact of the riots was felt most strongly in what communities?

Black communities

COLLINS & SHESTER: what decades does the paper study the effects of urban renewal in?

1950-1980s

COLLINS & SHESTER: when did urban slums originally form?

during the Great Depression

COLLINS & SHESTER: why did the government want to clear slums?

to increase surrounding property values

COLLINS & SHESTER: how did slum clearance increase surrounding property values? Slums had:

large negative externalities

COLLINS & SHESTER: what was the law that created the program of slum clearance and urban redevelopment?

Title I of the Housing Act of 1949

COLLINS & SHESTER: after what event did the government create the program of slum clearance and urban renewal?

after WWII

COLLINS & SHESTER: by 1966, how many housing units had the Title I projects cleared?

over 400,000

COLLINS & SHESTER: by 1966, how many families were forced to relocate, as a result of the Title I projects?

over 300,000

COLLINS & SHESTER: by 1966, how many acres had the Title I projects cleared?

57,000

COLLINS & SHESTER: a delay in enabling legislation _____ (reduced/increased) a city’s benefit from urban renewal.

reduced

COLLINS & SHESTER: What percent increase in median property value is associated with one additional year of funding eligibility?

0.715% increase

COLLINS & SHESTER: What dollar increase in grants per capita is associated with one additional year of funding eligibility?

$9.71 increase

COLLINS & SHESTER: What percent increase in median property values is associated with five additional years of funding eligibility?

3.6% increase

COLLINS & SHESTER: What percent increase in family income is associated with five additional years of funding eligibility?

1.2% increase

COLLINS & SHESTER: a $100 per capita increase in grant funding is associated with a _____ in median income.

2.4% increase

COLLINS & SHESTER: a $100 per capita increase in grant funding is associated with a _____ in median property values.

6.9% increase

COLLINS & SHESTER: a $100 per capita increase in grant funding is associated with a _____ in population.

9.2% increase

COLLINS & SHESTER: a $100 per capita increase in grant funding is associated with a _____ in housing units.

10.8% increase

COLLINS & SHESTER: is there evidence of a link between urban renewal eligibility and property value by 1970?

yes

COLLINS & SHESTER: is there evidence of a link between urban renewal eligibility and property value by 1960?

no

COLLINS & SHESTER: is there evidence of a connection between income and employment with the program by 1960?

yes

COLLINS & SHESTER: is there any evidence of urban renewal’s effect on schooling and the Black share of the population?

no

COLLINS & SHESTER: why did the government step in to help with urban renewal?

to increase surrounding property values

BAKER: during what era was the boll weevil in Georgia?

early 20th century

BAKER: what was the primary crop in the South?

cotton

BAKER: what children were more likely to help as farm laborers on their family’s farms during the harvest? (Black or white)

Black children

BAKER: child farm labor led to ____ (fewer/more) years in school and poorer exam performance.

fewer

BAKER: what months were the harvest season?

September-December

BAKER: school attendance was ____ (lower/higher) during harvest months.

lower

BAKER: is wealth a determinant of education?

yes

BAKER: what is a degree of altruism?

parents caring more about their child’s future earnings than their own (sending them to school instead of keeping them out to work)

BAKER: what does the boll weevil almost exclusively feed on?

cotton

BAKER: how long is the boll weevil in length?

1 cm

BAKER: up to how many miles can the boll weevil fly in search of food?

50 miles

BAKER: when did the boll weevil cross the Rio Grande and enter Texas?

1892

BAKER: when did the boll weevil first infest Georgia?

1915

BAKER: by what year did the boll weevil infest all the cotton-growing counties in Georgia?

1920

BAKER: within 5 years of contact with the boll weevil, how much, on average, did cotton production fall by?

50%

BAKER: what happens when the boll weevil feeds on a cotton ball?

it yellows and drops from the plant

BAKER: both cotton and the boll weevil are native to where?

Central America and Mexico

BAKER: for how many years after its arrival in the US did the boll weevil depress cotton production?

100 years

BAKER: by what percent did the boll weevil increase the school enrollment rate of African American children?

4% increase

BAKER: who were the most efficient cotton pickers?

children

BAKER: was the arrival of the boll weevil a permanent shock or transitory shock?

permanent shock

BAKER: children made up what percent of the agricultural labor force in Georgia in 1910?

19.4%

BAKER: by what percent did the boll weevil decrease the racial education gap?

4-5% decrease

PARMAN: educated farmers are ____ (more/less) likely to seek information from extension agents.

more

PARMAN: educated farmers are ____ (more/less) likely to run experiments on their farm.

more

PARMAN: educated farmers are ____ (more/less) likely to have higher expectations of the benefits of farm bulletins.

more

PARMAN: educated farmers are ____ (more/less) likely to cite their neighbors as sources of information about seed varieties.

less

PARMAN: human capital spillover potential in agriculture was ____ (high/low) due to observability.

high

PARMAN: an increase in average years of high school of one’s neighbors by 1 year increased one’s own income by what percent?

3.8% increase

PARMAN: an increase in years of schooling of one’s most educated neighbors by 1 year increased one’s own income by what percent?

2.3% increase

PARMAN: an increase in average years of schooling of one’s neighbors by 1 year increased one’s own income by what percent?

2.1% increase

PARMAN: what term is defined as the percent increase in earnings resulting from an additional year of schooling?

returns to education

PARMAN: was school curriculum in rural Iowa tailored to developing better farmers?

yes

PARMAN: were graded schools in rural Iowa required to maintain agricultural experiment plots to teach children the value of the scientific method in farming?

yes

PARMAN: what clubs reinforced practical skills by providing hands-on experience and rewarding proficiency?

boys and girls clubs

PARMAN: what percent was the returns to education for all landowners from general years of schooling?

2%

PARMAN: the returns to education for farmers from an additional year of high school is what percentage?

5%

PARMAN: do farmers tend to learn from neighbors of the same birth cohort?

yes

PARMAN: do farmers tend to learn from neighbors of the same ethnicity?

yes

PARMAN: do farmers tend to learn from neighbors of the same church affiliation?

no

BOUND & TURNER: what percent of men born between 1918 and 1927 served in WWII?

over 70%

BOUND & TURNER: between 1940 and 1945, how many men served in the US military?

16 million

BOUND & TURNER: what law instituted the draft in 1940?

the Selective Service Act of 1940

BOUND & TURNER: could a man be granted a deferment for physical or mental disabilities?

yes

BOUND & TURNER: could a man be granted a deferment for employment in war production or agriculture?

yes

BOUND & TURNER: could a man be granted a deferment for family hardship?

yes

BOUND & TURNER: could a man be granted a deferment for college enrollment?

no

BOUND & TURNER: what year was the G.I. Bill signed?

1944

BOUND & TURNER: how much money per year in tuition did the G.I. Bill provide?

$500

BOUND & TURNER: how much money per month stipend for single students did the G.I. Bill provide?

$65

BOUND & TURNER: how much money per month stipend for married students did the G.I. Bill provide?

$90

BOUND & TURNER: how many WWII veterans took advantage of the G.I. Bill to attend college?

over 2.2 million

BOUND & TURNER: conditional on high school graduation, how many more years of college did veterans complete, compared to non-veterans?

0.3 more years

BOUND & TURNER: conditional on high school graduation, how much more likely were veterans to complete college, compared to non-veterans?

6 p. p. more likely

BOUND & TURNER: how much more likely were veterans to finish high school, compared to non-veterans?

20 p. p. more likely

BOUND & TURNER: did veterans have the right to return to the jobs they held prior to military service?

yes

BOUND & TURNER: how long did a veteran need to serve to receive G.I. Bill benefits?

90 days

BOUND & TURNER: was there a means or ability test for G.I. Bill eligibility?

no