The most recent job market seminar that I attended was from Alix Duhaime-Ross (who happens to have the perfect initials for a PhD student: A DR). Duhaime-Ross works on empirical microeconomics, an area of economics that has been popularised by books such as Freakonomics. This approach to economics is heavily data driven, and Duhaime-Ross focuses on labour economics and the economics of education.
Duhaime-Ross’ presentation focused on the effects of educating school-aged children in the dominant language (instead of a minority language). The context here is Bill 101, a law that was passed in Quebec in 1977 that required all children of immigrants to be educated in French language schools (previously a majority of immigrant children were educated in English). An exception was allowed for children of immigrants who had at least one parent who had been educated in English in Canada. This law is still in place today, so that if, for example, I moved to Quebec and had children they would be required to attend school in French. Any children who had already started school in English were allowed to finish their schooling in English, so the law only affected new students.
What effect did this law have on the children who would be educated in English without the law, but are not being educated in French? It might improve the student’s future employment prospects because they will have better French skills in a French speaking province, or it might harm them because they might do worse in a French school than they would have in an English school (perhaps leading to them not going to university, for example).
Normally a question like this would be very hard to answer because parent’s will usually try and make the best choices for their kids, creating a selection bias. This means that Duhaime-Ross can’t just compare English educated children in 1976 with French educated children in 1977, for example, because the characteristics of these children will differ (and other changes might confound things as well). What we really need to do is exploit the mandatory nature of the law, and create a natural control group to compare outcomes with.
Duhaime-Ross does exactly this. She begins by looking at a control group – those children with only one foreign born parent. These children usually have one parent who was educated in English in Canada, so are exempt from the law. The change in outcomes over the period of time when the law was enacted amongst this group of children forms a control group. The change in outcomes for children affected by the law can be compared to the change of outcomes in the control group to isolate the effect of the law.
But, there still might be some other changes that are not accounted for with this process. What if the changes in the law caused French school class sizes to become larger and therefore reduce the quality of French language education? This would bias the estimates from the previous paragraph. Duhaime-Ross therefore used a second control group consisting of native French speaking who would always be educated in French regardless of the law.
There are, therefore, three groups. Children who were educated in English both before and after the law change, children educated in French both before and after the law change, and a group of children who would have been educated in English before the law change but were forced to be educated in French after the law change. By comparing the outcomes of these three groups Duhaime-Ross can isolate the effects of the law change on the outcomes of the children affected by the law.
The outcomes that Duhaime-Ross used were taken from the 2006 Canadian census. What this means is that the outcome data is more than 20 years after these children finished school, so that we are looking at the long term effects of schooling language.
Duhaime-Ross found that the law was unambiguously good for the children of immigrants. Children whose education was in French (instead of English purely because of the law change) earned higher incomes, were more likely to be employed, and were more likely to have gone to university. The law was not, however, unambiguously good for the province of Quebec. The law caused some immigrant families to leave Quebec and move to other parts of Canada so that their children could be educated in English. The families that left tended to be better educated and earn higher incomes than those that stayed.
None of these effects were intended effects of Bill 101. The purpose of the bill was simply to protect the French language in Quebec (the bill also had a bunch of other provisions to protect French as well). Nevertheless, the bill improved the long-term outcomes of immigrant children but also cost Quebec some extra `high value’ immigrants. The lesson here is that new laws can have unintended consequences that can last decades. Understanding these effects is interesting but also extremely important, particularly for policy makers who might be considering similar laws in other jurisdictions.