The intergenerational transmission of education and equality of educational opportunity in East and West Germany

Socialist societies often emphasized the abolition of traditional social classes. To achieve this objective, educational opportunities were at times ‘actively managed’ and allocated to children of less educated parents. What happened to these patterns after the demise of socialist rule in Eastern Europe? We study the development of educational mobility after the fall of the iron curtain in East Germany and compare the relevance of parental educational background for secondary schooling in East and West Germany. Based on the data from the German Mikrozensus we find that educational mobility is lower in East than in West Germany and that it has been falling in East Germany after unification. While the educational advantage of girls declined over time, having many siblings presents a more substantial disadvantage in East than in West Germany.     

Evaluating universal primary education in Uganda: School fee abolition and educational outcomes

This paper analyzes the effect of lifting primary school fees on educational attainment in Uganda. After the abolishment of school fees in 1997, the enrollment rate more than doubled. Two decades later, we know little about the effect of the policy on educational attainment. With recent data on eight cohorts exposed to free education, we analyze the impact of the policy on years of completed primary school, completion of primary school, and transitioning to secondary school. We use a straightforward regression analysis with cohort dummies and household fixed effects to control for unobserved heterogeneity. We find that lifting school fees had no effect on the years of primary school achievement and the likelihood of primary school completion. We find some weak evidence that the likelihood of those who completed primary education to start secondary school increased after Universal Primary Education.     

Information and College Access: Evidence from a Randomized Field Experiment*

High‐school students from disadvantaged high schools in Toronto were invited to take two surveys, about three weeks apart. Half of the students taking the first survey were also shown a three‐minute video about the benefits of post‐secondary education (PSE) and were invited to try out a financial‐aid calculator. Most students’ perceived returns to PSE were high, even among those not expecting to continue. Those exposed to the video, especially those initially unsure about their own educational attainment, reported significantly higher expected returns and lower concerns about costs, and expressed a greater likelihood of PSE attainment.     

The effect of school resources on educational attainment: evidence from Denmark

We investigate the effect of school inputs in primary and lower secondary schools on the probability of eventually passing upper secondary or vocational education. Danish administrative register data for a large number of young people and their parents are used. Educational outcome and controls for family background are measured at the individual level, whereas school expenditure and controls for municipal socioeconomic characteristics are measured at the municipal level. As unobserved characteristics may be correlated for pupils within the same municipality, we estimate linear probability and logit models with random municipal‐specific effects in addition to standard OLS and logit models. With the full sample of pupils and the full set of controls, we find that expenditure per pupil has a statistically significant, but rather small, positive effect on educational attainment. Effects of teacher–pupil ratios are less significant. The expenditure effects are generally higher for pupils from disadvantaged backgrounds.     

Educational Attainment and Family Background

Abstract. This paper analyses the effect of aspects of family background, such as family income and parental education, on the educational attainment of persons born from 1967 to 1972. Family income is measured at different periods of a child's life to separate long-term versus short-term effects of family income on educational choices. We find that permanent income matters to a certain degree, and that family income when the child is 0–6 years old is an important explanatory variable for educational attainment later in a child's life. We find that short-term credit constraints have only a small effect on educational attainment. Long-term factors, such as permanent family income and parental education, are much more important for educational attainment than are short-term credit constraints. Public interventions to alleviate the effects of family background should thus also be targeted at a child's early years, the shaping period for the cognitive and non-cognitive skills important later in life.     

The continuous treatment effect of an antipoverty program on children's educational attainment: Colombia's Familias en Accion

Educational attainment is an important element in the formation of human capital. Although many developing countries have made strong efforts to expand the coverage of education services, children in poor households still struggle to attend school on a regular basis. Human development conditional cash transfers (known as CCT s) have emerged in response to this situation in developing countries. While the effects of the CCT s are well known and widely documented, their effects in relation to educational attainment and school participation are still unclear. This paper looks empirically into the continuous treatment effects of participation length in Familias en Accion , a CCT program in Colombia. The paper focuses on the continuous treatment effects on school registration and educational attainment of participants in the program. Although initial results show a fuzzy relationship between the program outcomes and the participation length, the empirical results confirm the fact that a longer exposure to the antipoverty program led to higher school registration rates, accumulation of years of education, and lower child labor participation levels.     

Why Have Maori Relative Income Levels Deteriorated Over Time?

In 1986 two thirds of the Maori population had left secondary school by age 16 without school qualifications. A decade later, while educational attainment of the New Zealand population had increased significantly, over 60 per cent of the Maori population remained without qualifications. This paper provides comprehensive evidence on how income returns to postcompulsory and higher education have contributed to a widened income gap over the decade following the economic reforms. Utilising individual-level Census data for 1986 and 1996, stability tests and decompositions, it establishes the significance of educational attainment as a strategy for reducing disparity. An important feature of the study is the distinction between full and part-Maori.     

Resource constraints and educational attainment in developing countries: Colombia 1945–2005

In this paper, I investigate the extent to which secondary and higher education supply constraints affected aggregate educational attainment in Colombia for cohorts born between 1945 and 1981. As was the case in many other countries after World War II, in Colombia, industrialization, urbanization and rapid population growth increased the demand for education and the return to schooling. Although educational expenditures from the central government and the states increased after the 1950s, secondary and tertiary schools' per-pupil inputs declined. Using variation in cohort size within states and over time to proxy for changes in education demand, I find that for cohorts born after 1945, a 10% increase in cohort size reduced high school completion rate by 3%, the college completion rate by 4% and average years of schooling by 1%. Compared to women's educational attainment rates, changes in cohort size had greater negative effects on men's rates.     

What drives the reversal of the gender education gap? Evidence from Germany

We study the mechanisms that are associated with the gender education gap and its reversal in Germany. We focus on three outcomes, graduation from upper secondary school, any tertiary education and tertiary degree. Neither individual and family background nor labour market characteristics appear to be strongly associated with the gender education gap. There is some evidence that the gender gap in upper secondary education reflects the rising share of single parent households which impacts boys’ attainment more than girls’. The gender education gap in tertiary education is correlated with the development of class sizes and social norms.     

School entry age and educational attainment in developing countries: Evidence from China's compulsory education law

We investigate the causal impact of age of enrolment on educational attainment in a developing country setting. Using China's 1986 Compulsory Education Law, which established a new nationally uniform age threshold for primary school enrolment as a natural experiment, we find that the probability of attending high school falls by 3.6 percentage points when school enrolment is postponed by one year. We provide suggestive evidence that those who start school later are not better learners, and that older students' higher labor opportunity cost plays an important role in explaining the negative impact of school entry age on educational attainment.     

Parental childcare and children's educational attainment: evidence from China

This paper examines the determinants of child educational attainment. In addition to those examined in previous studies, it is found that maternal childcare is another important determinant of child educational attainment. The results are robust after controlling for endogeneity. The IV estimates show that once childcare time is controlled for, child health does not have an effect on school enrolment age. This finding suggests that omitting the childcare time may have biased the estimated effect of child health on school enrolment in previous studies.     

Labor Force Participation and Educational Attainment in the United States

The objectives of this paper are twofold. Aggregate labor force participation rates in the United States are described focusing on educational attainment. A model is developed for decomposing aggregate labor force participation rates for men and women from 1994 to 2014 from a unique perspective by focusing on changes in educational attainment and on changes in the labor force behavior. The findings presented here indicate that men’s aggregate labor force participation rates declined during the 20-year period at all levels of educational attainment, due primarily to changes in population shares. A different picture emerges regarding women. For women with high school or some college or associate degree, it was changes in labor force behavior that dominated changing aggregate labor force participation rates. For women with the lowest and highest levels of educational attainment, less than high school or at least a baccalaureate degree, it was changes in their population shares that drove changes in aggregate labor force participation rates.     

The influence of remittances on education and health outcomes: a cross country study

We study the effect of international remittances on aggregate educational and health outcomes using a sample of 69 low- and middle-income countries. We find that remittances play an important role in improving primary and secondary school attainment, increasing life expectancy and reducing infant mortality. Our results suggest that as migration laws continue to support greater emigration and remittances, policies should be enacted to facilitate the flow of remittances as they represent a significant source for economic development.     

Does an intra-household flypaper effect exist? Evidence from the educational fee reduction reform in rural China

We test for evidence of an intra-household flypaper effect by evaluating the impact of an educational fee reduction reform in rural China on different categories of household expenditure, including spending on individual children. Using pre- and post-reform data, this study exploits cohort comparisons, variation in the extent of school fee reductions across different villages, and variation in the subsidies received by children enrolled in different grades within the same family to identify the impact of the reform. The results show that educational fee reductions are matched by increased voluntary educational spending on the same children who receive the fee reductions, providing strong evidence of an intra-household flypaper effect.     

Schooling,educational achievement,and the Latin American growth puzzle

Latin American economic development has been perceived as a puzzle. The region has trailed most other world regions over the past half century despite relatively high initial development and school attainment levels. This puzzle, however, can be resolved by considering educational achievement, a direct measure of human capital. We introduce a new, more inclusive achievement measure that comes from splicing regional achievement tests into worldwide tests. In growth regressions, the positive growth effect of educational achievement fully accounts for the poor growth performance of Latin American countries. These results are confirmed in a number of instrumental-variable specifications that exploit plausibly exogenous achievement variation stemming from historical and institutional determinants of educational achievement. Finally, a development accounting analysis finds that, once educational achievement is included, human capital can account for between half and two thirds of the income differences between Latin America and the rest of the world.     

Patrilocality and human capital accumulationEvidence from Central Asia1

Anthropologists estimate that 70 percent of human societies are patrilocal, meaning that adult sons reside with their parents, and that wives go to live with their husbands’ families upon marriage. Yet very little is known about how this widespread social norm influences intrahousehold resource allocation and, through this, economic development. This paper examines the effects of patrilocality on schooling and household educational expenditures in Tajikistan. To identify the causal effect of living in a three versus two generation household on these outcomes, exogenous variation in housing availability across communities is exploited. It is shown that the impacts of living in a three generation household are important for both school enrolment and for educational spending. The results suggest that one reason why patrilocal societies remain poorer than those with nuclear household norms is that three generation households make relatively few human capital investments in the youngest generation. Patrilocality, which probably evolved to solve coordination problems in agrarian societies, may thus be a cause rather than simply a correlate of low educational attainment in developing countries.     

Differences in the response heterogeneity of educational attainment and achievement to the same instrumental variable

The typical econometric application of instrumental variable (IV) estimates imposes a constant-treatment-effect model for all individuals. Using regression discontinuity design, we find while older school starters tend to have lower educational attainment, they are more likely to achieve qualifications at different educational levels for the UK. This finding joins the discussion on instruments for educational outcomes by offering some evidence that school starting age can affect treated individuals diversely. We highlight that identifying the treatment effect with methods similar to IV estimates should be concerned in the context of heterogeneous treatments; that is, the instrument in question has an effect on treatment for particular subpopulations only, and those subpopulations may not be the same for different treatments.     

GENDER INEQUALITY IN EDUCATION IN CHINA: A META‐REGRESSION ANALYSIS

Although there is evidence that there was gender inequality in China's education system in the 1980s, the literature in China has mixed evidence on improvements in gender inequality in educational attainment over the past three decades. Some suggest gender inequality is still severe; others report progress. We seek to understand the progress China has made (if any) in reducing gender inequality in education since the 1980s. To meet this goal, we use a meta‐analysis approach which provides a new quantitative review of a relatively large volume of empirical literature on gender educational differentials. This article analyzes differences across both time and space, and also across different grade levels and ethnicities. Our results indicate that gender inequality in educational attainment still exists, but it has been narrowing over time. Moreover, it varies by area (rural versus urban) and grade level. There is nearly no significant gender inequality in the case of girls in urban areas or in the case of the 9 years of compulsory education (primary school and junior high school). Girls, however, still face inequality in rural areas (although inequality is falling over time) and when they reach high school or beyond. (JEL I24)     

Demand for education in China

Abstract

This paper offers an explanation of the quantitative changes in education spending by the framework of demand analysis, including the changes in the ratio of educational funding to GDP in the period 1991–2002. The income effect is estimated mainly by using cross-provincial data, while time series data are used to estimate the price effect. Changes in government and non-government spending through time can be satisfactorily explained by the income and price effects. Demand for education services in the three levels of primary school, secondary school and higher education, and aggregate demand for all education services are investigated. The relation between income inequality and inequality in education opportunities is briefly discussed. Ten important findings are stated.