Barrett

Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.

Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.

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Income Inequality in the United States: Decomposing the Gini Coefficient

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This paper uses March CPS data to decompose the Gini coefficient by source of income. The sources of income, divided by labor income, capital income, and public transfer income, include earnings; interest, dividends, and net rentals; public assistance and welfare; retirement funds; self-employment; farm or non incorporated self-employment; nonfarm self-employment;…

This paper uses March CPS data to decompose the Gini coefficient by source of income. The sources of income, divided by labor income, capital income, and public transfer income, include earnings; interest, dividends, and net rentals; public assistance and welfare; retirement funds; self-employment; farm or non incorporated self-employment; nonfarm self-employment; Social Security or railroad retirement; supplemental security; wages and salaries; and unearned sources. The decomposition yields the share of a source in total income, the source Gini corresponding to the distribution of income from a source, the Gini correlation of income from a source with the distribution of total income, and the impact of a marginal change in a source on overall income inequality. Labor income had the largest negative impact on income inequality (resulting from wages and salaries mostly), while capital income did worsen it but on a much smaller scale. Public transfers that favor bottom income groups helped to alleviate income inequality for both individuals and households.
ContributorsRies, Julie (Author) / Pereira, Claudiney (Thesis director) / Larroucau, Tomas (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / Department of Information Systems (Contributor)
Created2023-05

The Impact of Education Policy on Singapore’s Economy and an Analysis of SkillsFuture

Description
The purpose of this paper is to provide an overview of Singapore’s education fundamentals, policy outlook, and how it relates to the overall economic conditions in Singapore. It begins by providing context to modern Singapore’s economy and how it has become a leading global economic player. It then lays out…

The purpose of this paper is to provide an overview of Singapore’s education fundamentals, policy outlook, and how it relates to the overall economic conditions in Singapore. It begins by providing context to modern Singapore’s economy and how it has become a leading global economic player. It then lays out the founding principles of education – primarily influenced by Lee Kuan Yew– and how it relates to the education system, policy, and Ministry of Education today. In order to better understand the impact of investing in human capital via education, the paper examines the relatively new policy “SkillsFuture” and the impact it has made on education advancement, the economic state within Singapore, and the impact it has made on Singapore’s foreign relations and FDI. I find that while it is not possible to conclude direct causation, SkillsFuture’s course offerings generally align with GDP growth by industry, job availability, and FDI flows by industry. This indicates that SkillsFuture as a lifelong learning initiative may have a positive impact on Singapore’s economy and global presence. SkillsFuture’s effects attest to the necessity of lifelong learning and the positive impact it can have on both the economy and individuals in Singapore.
ContributorsMarquez, Chloe (Author) / Brooks, Wyatt (Thesis director) / Larroucau, Tomas (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / Department of Economics (Contributor)
Created2022-12