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The mounting evidence on the demographics of COVID-19 fatalities points to an overrepresentation of minorities and an underrepresentation of women. Using individual-level, race-disaggregated, and georeferenced death data collected by the Cook County Medical Examiner, we jointly investigate the racial and gendered impact of COVID-19, its timing, and its determinants. Through an event study approach we establish that Blacks individuals are affected earlier and more harshly and that the effect is driven by Black women. Rather than comorbidity or aging, the Black female bias is associated with poverty and channeled by occupational segregation in the health care and transportation sectors and by commuting on public transport. Living arrangements and lack of health insurance are instead found uninfluential. The Black female bias is spatially concentrated in neighborhoods that were subject to historical redlining.

Discussion on the disproportionate impact of COVID-19 on African Americans has been at center stage since the outbreak of the epidemic in the United States. To present day, however, lack of race-disaggregated individual data has prevented a rigorous assessment of the extent of this phenomenon and the reasons why blacks may be particularly vulnerable to the disease. Using individual and georeferenced death data collected daily by the Cook County Medical Examiner, we provide first evidence that race does affect COVID-19 outcomes. The data confirm that in Cook County blacks are overrepresented in terms of COVID-19 related deaths since—as of June 16, 2020—they constitute 35 percent of the dead, so that they are dying at a rate 1.3 times higher than their population share. Furthermore, by combining the spatial distribution of mortality with the 1930s redlining maps for the Chicago area, we obtain a block group level panel dataset of weekly deaths over the period January 1, 2020-June 16, 2020, over which we establish that, after the outbreak of the epidemic, historically lower-graded neighborhoods display a sharper increase in mortality, driven by blacks, while no pretreatment differences are detected. Thus, we uncover a persistence influence of the racial segregation induced by the discriminatory lending practices of the 1930s, by way of a diminished resilience of the black population to the shock represented by the COVID-19 outbreak. A heterogeneity analysis reveals that the main channels of transmission are socioeconomic status and household composition, whose influence is magnified in combination with a higher black share.

In this article we compare two techniques that are widely used in the analysis of life course trajectories, latent class analysis (LCA) and sequence analysis (SA). In particular, we focus on the use of these techniques as devices to obtain classes of individual life course trajectories. We first compare the consistency of the classification obtained via the two techniques using an actual dataset on the life course trajectories of young adults. Then, we adopt a simulation approach to measure the ability of these two methods to correctly classify groups of life course trajectories when specific forms of "random" variability are introduced within pre-specified classes in an artificial dataset. In order to do so, we introduce simulation operators that have a life course and/or observational meaning. Our results contribute on the one hand to outline the usefulness and robustness of findings based on the classification of life course trajectories through LCA and SA, on the other hand to illuminate the potential pitfalls of actual applications of these techniques.

This article provides a picture of long-term developments in the relationship between population and resources in Northern Italy that takes fully into account climate. It analyzes both the slow underlying development of climatic conditions over the centuries  (in the theoretical framework of the Little Ice Age) and the consequences of short-term periods of heightened instability. The most severe famines are shown to be events triggered by climatic and environmental factors operating at a time when the maximum carrying capacity of the system had been reached or, at least, when the population was exerting considerable pressure on the potential for food production. This is the case of the famine of the 1590s, the greatest demographic catastrophe of a non-epidemic nature to strike Northern Italy since the Black Death and up to the end of the eighteenth century. The article also analyzes long-term paths of agrarian innovation, suggesting that most (but not all) of this was consistent with Boserup's idea of chain-reactions of innovations induced by demographic pressure. These processes, though, were too slow to compensate for a rapidly growing population. Finally, the article provides a periodization in which the period between the famine of the 1590s and the great plague pandemic of 1630 is shown to be the crucial turning point in how population dynamics, climate and agrarian innovation interacted.

We consider the case when it is of interest to study the different states experienced over time by a set of subjects, focusing on the resulting trajectories as a whole rather than on the occurrence ofspecific events. Such situation occurs commonly in a variety of settings, for example in social and biomedical studies. Model‐based approaches, such as multistate models or Hidden Markov models, are being used increasingly to analyze trajectories and to study their relationships with a set of explanatory variables. The different assumptions underlying different models typically make the comparison of their performances difficult. In this work we introduce a novel way to accomplish this task, based on microsimulation‐based predictions. We discuss some criteria to evaluate one model and/or to compare competing models with respect to their ability to generate trajectories similar to the observed ones.

Understanding the impact of the COVID-19 pandemic on education requires a solid grasp of the impact of student autonomy on learning. In this paper, we estimate the effect of an increased autonomy policy for higher-performing students on short- and longer-term school outcomes. We exploit an institutional setting with high demand for autonomy in randomly formed classrooms. Identification comes from a natural experiment that allowed higher-achieving students to miss 30 percent more classes without penalty. Using a difference-in-difference-in-differences approach, we find that allowing higher-achieving students to skip class more often improves their performance in high-stakes subjects and increases their university admission outcomes. Higher-achieving students in more academically diverse classrooms exerted more autonomy when allowed to.