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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