Publications

Batistich, Mary Kate and Timothy N. Bond. 2023 "Stalled Racial Progress and Japanese Trade in the 1970s." Review of Economic Studies 90 (6): 2792-2821. [link]

Bond, Timothy N., Osea Giuntella, and Jakob Lonsky. 2023. "Immigration and Work Schedules: Theory and Evidence" European Economic Review 152. [link]

Bond, Timothy N., Jillian B. Carr, Analisa Packham, and Jonathan Smith. 2022. "Hungry for Success? SNAP Timing, High-Stakes Exam Performance, and College Attendance." American Economic Journal: Economy Policy 14 (4): 51-79. [link]

Wan, Sirui, Timothy N. Bond, Kevin Lang, Douglas H. Clements, Julie Sarama, and Drew H. Bailey. 2021. "Is Intervention Fadeout a Scaling Artefact?" Economics of Education Review 82 [link]

Bond, Timothy N., and Kevin Lang. 2019. "The Sad Truth about Happiness Scales." Journal of Political Economy 127 (4): 1629-1640. [link]

Bond, Timothy N., and Kevin Lang. 2018. "The Black-White Education-Scaled Test-Score Gap in Grades K-7." Journal of Human Resources 53 (4): 891-917. [link]

Bond, Timothy N., George Bulman, Xiaoxiao Li, and Jonathan Smith. 2018. "Updating Human Capital Decisions: Evidence from SAT Score Shocks and College Application
Decisions." Journal of Labor Economics 36 (3): 807-39. [link]

Bond, Timothy N., and Laura Salisbury. 2018. "Local Information, Income Dispersion, and Geographic Mobility." B.E. Journal of Economic Analysis and Policy 18 (3). [link]

Bond, Timothy N., and Jee-Yeon K. Lehmann. 2018. "Prejudice and Racial Matches in Employment." Labour Economics 51: 271-93. [link]

Bond, Timothy N. 2017. "Internal Labor Markets in Equilibrium." Journal of Law, Economics, and Organization 33 (1): 28-67. [link]

Bond, Timothy N., and Kevin Lang. 2013. "The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results." Review of Economics and Statistics 95 (5): 1468-79. [link]

Working Papers

Teacher Peformance Pay in the United States: Incidence and Adult Outcomes
[pdf] (joint with Kevin J. Mumford)

This paper estimates the effect of exposure to teacher pay-for-performance programs on adult outcomes. We construct a comprehensive data set of schools which have implemented teacher performance pay programs across the United States since 1986, and use our data to calculate the fraction of students by race in each grade and in each state who are affected by a teacher performance pay program in a given year. We then calculate the expected years of exposure for each race-specific birth state-grade cohort in the American Community Survey. Cohorts with more exposure are more likely to graduate from high school and earn higher wages as adults. The positive effect is concentrated in grades 1-3 and on programs that targeted schools with a higher fraction of students who are eligible for free and reduced lunch.