Nicholas W. Papageorge

Research Fellow

Johns Hopkins University

Nicholas Papageorge is assistant professor in the economics department at Johns Hopkins University.

He studied at the University of Chicago (BA), at Humboldt University Berlin (MA) and Washington University in St. Louis (PhD).

His research focus is on human capital. He mainly likes to use large observational data sets to try to understand how people choose to invest in their human capital (including their education, health and non-cognitive skills). He also aims to examine variation in returns to different forms of human capital (for example, by employment sector or by racial group). Most of his recent efforts center around five areas of inquiry. They are (i) the value of pharmaceutical innovation; (ii) heterogeneity in the returns to non-cognitive skills; (iii) the role of beliefs, including biases in teacher expectations, in explaining racial achievement gaps; (iv) how recent advances in behavioral genetics can be used to understand interactions between ability endowments and childhood poverty to generate educational outcomes and (v) the interaction between opportunity costs of time, work flexibility and mental health treatment decisions.

Nicholas joined IZA as a Research Fellow in September 2016.



IZA Discussion Paper No. 10919

We study the impact of expert reviews on the demand for HIV treatments. A novel feature of our study is that we observe two reviews for each HIV drug and focus attention on consumer responses when experts disagree. Reviews are provided by both a doctor and an activist in the...

IZA Discussion Paper No. 10822

Prevailing research argues that childhood misbehavior in the classroom is bad for schooling and, presumably, bad for adult outcomes. In contrast, we argue that childhood misbehavior represents some underlying non-cognitive skills that are valuable in the labor market. We follow work from psychology and categorize observed classroom misbehavior into two...

IZA Discussion Paper No. 10630

Black primary-school students matched to a same-race teacher perform better on standardized tests and face more favorable teacher perceptions, yet little is known about the long-run, sustained impacts of student-teacher demographic match. We show that assigning a black male to a black teacher in the third, fourth, or fifth grades...

IZA Discussion Paper No. 10567

Recent advances in behavioral genetics have enabled the discovery of genetic scores linked to a variety of economic outcomes, including education. We build on this progress to demonstrate that the same genetic variants that predict educational attainment independently predict household wealth in the Health and Retirement Study (HRS). This relationship...

IZA Discussion Paper No. 10200

Recent advances have led to the discovery of specific genetic variants that predict educational attainment. We study how these variants, summarized as a genetic score variable, are associated with human capital accumulation and labor market outcomes in the Health and Retirement Study (HRS). We demonstrate that the same genetic score...

IZA Discussion Paper No. 10165

We develop and estimate a joint model of the education and teacher-expectation production functions that identifies both the distribution of biases in teacher expectations and the impact of those biases on student outcomes via self-fulfilling prophecies. The identification strategy leverages insights from the measurement-error literature and a unique feature of...

IZA Discussion Paper No. 9202
published in: Economics of Education Review, 2016, 52, 209-224

Teachers are an important source of information for traditionally disadvantaged students. However, little is known about how teachers form expectations and whether their expectations are systematically biased. We investigate whether student-teacher demographic mismatch affects high school teachers' expectations for students' educational attainment. Using a student fixed effects strategy that exploits...