Intergenerational Transmission of Education and Mediating Channels: Evidence from a Compulsory Schooling Reform in Germany

In this paper, I estimate the causal effect that an additional year of schooling for parents has on their children's education, by exploiting a compulsory schooling reform that was implemented in all West German states between 1946 and 1969. Although previous research indicates that the reform had no effect on earnings, I find that an additional year of schooling for women strongly affects the education of their sons. There is no effect for the other parent–child gender pairs. I investigate numerous channels that might mediate the positive effect of the education of mothers. Most importantly, I find that individuals with more schooling value their children's educational success as more important.     

Ethnic externalities in education and second-generation immigrants

I analyse the role of ethnic and native human capital – defined, respectively, as the average years of schooling of ethnic groups and of natives within a specific region – and of ethnic concentrations in the educational attainment of second-generation immigrants in Germany. Compared to natives’ children, parents’ education has a small and insignificant effect on second-generation immigrants’ education. Ethnic concentrations have a negative effect, while ethnic capital is insignificant. The effect of native capital, too, is insignificant but much larger in magnitude than the effect of ethnic capital. For women, mother’s education is relatively more important. For men, ethnic concentrations constitute a stronger impediment to educational attainment than for women.     

THE EVOLUTION OF EDUCATION: A MACROECONOMIC ANALYSIS

Between 1940 and 2000 there was a substantial increase in educational attainment in the United States. What caused this trend? We develop a model of human capital accumulation that features a nondegenerate distribution of educational attainment in the population. We use this framework to assess the quantitative contribution of technological progress and changes in life expectancy in explaining the evolution of educational attainment. The model implies an increase in average years of schooling of 24%, which is the increase observed in the data. We find that technological variables and in particular skill‐biased technical change represent the most important factors in accounting for the increase in educational attainment. The strong response of schooling to changes in income is informative about the potential role of educational policy and the impact of other trends affecting lifetime income.     

Do family resources matter? Educational attainment during transition in Poland*

We analyse the relationship between family background and children's educational attainment in the 1990s in Poland. If parental poverty affects children's educational prospects, the increase in social inequalities observed in the Polish transition process will be transmitted between generations. We apply an ordered probit model of educational attainment on longitudinal data from the Polish Labour Force Survey. Surprisingly, parents’ income and their labour market status have only a weak impact on children's education. Parents’ schooling, however, is strongly related to children's, and so are household structure, city size, and region of residence. We conclude that, if transmission of inequality takes place between generations, this seems to be primarily caused by the inheritance of human capital rather than by pure wealth effects.     

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 factors drive individual misperceptions of the returns to schooling in Tanzania? Some lessons for education policy

Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. Building on previous studies that show individuals underestimating the returns to schooling, we use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using OLS and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11%. We find that on average individuals underestimate returns to schooling by 74 to 79% and three factors are associated with these misperceptions: income, asset, poverty and educational attainment. Shedding light on what factors relate to individual beliefs about educational returns can inform policy on how to structure effective interventions in order to correct individual misperceptions.     

Public inputs and child schooling in Brazil

Household data from a one percent sample of the 1970 Brazilian census are used to analyze the effect of public inputs, i.e., the ‘supply’ of schooling, on children's school attainment in Brazil. The household data are combined with measures of school availability and quality derived directly from the same census data; the measures are based on the income and education of schoolteachers in each of 169 different areas of the country. Elasticities of demand with respect to these public inputs are estimated; these elasticities are high in both rural and urban areas. In urban areas, the positive effect of public inputs is greater for children from households with poorer and less-educated parents. In rural areas, the positive effect of public inputs is greater, if anything, for children from households that are relatively better off, at least compared to other rural households.     

The long-term effects of civil conflicts on education,earnings, and fertility: Evidence from Cambodia

This paper examines the long-term effects of exposure to civil war and genocide on the educational attainment, earnings, and fertility of individuals in Cambodia. Given the well-documented causal links between schooling and labor productivity, it is surprising that past studies show that civil conflicts reduce educational attainment, but generally not earnings of individuals. Using variation in the degree of Cambodians’ exposure to civil conflicts during primary school age, we find that disruption to primary education during civil conflicts decreases educational attainment and earnings, increases fertility, and has negligible effects on health of individuals several decades later. Our findings suggest that the effect of conflict on schooling disruption has adverse consequences on long-term labor productivity and economic development.     

SLEEPWALKING THROUGH SCHOOL: NEW EVIDENCE ON SLEEP AND ACADEMIC ACHIEVEMENT

Policymakers advocating for later school starting times argue that increased sleep duration may generate important schooling benefits. Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between sleep duration and academic performance, while carefully controlling for difficult‐to‐measure characteristics at the family and individual levels. We find that increased sleep time is associated with improvements in classroom concentration as well as increased educational attainment. However, we also find evidence of diminishing returns to increased sleep. We estimate an “academic optimum” number of sleep hours of, on average, 8.5 hours per night. Turning to sleep quality, we find that the onset of insomnia‐like symptoms is associated with diminished contemporaneous academic concentration, but little change in long‐run educational attainment. (JEL I12)     

Intergenerational Educational Mobility in Hong Kong: Are Immigrants More Mobile than Natives?

We characterize intergenerational educational mobility by the percentage of children who have more schooling than their parents, and the change in the relative probability of the children attending university across their parents’ schooling levels. In Hong Kong, immigrant children are very upward mobile; their percentage of upward mobility has caught up with that of the children of the Hong Kong‐born parents. Hong Kong‐born children of immigrant parents are also more mobile than the children of Hong Kong born parents. Even though parental educational background remains important for university attendance, immigrant children experience higher mobility than Hong Kong‐born children in terms of access to university education.     

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 educational and labor market returns to preschool attendance in Austria

Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers’ labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature by studying the effects of having attended preschool for the adult Austrian population. We find strong and positive effects of preschool attendance on later educational attainment, the probability of working full time, hourly wages, and the probability that the mother is in the labor market. Full time workers at the bottom and the top of the distribution benefit less than those in the middle. Women in particular benefit more in terms of years of schooling and the probability of working full time. Other disadvantaged groups (second generation migrants; people with less educated parents) also often benefit more in terms of education and work.     

The role of child health and economic status in educational, health, and labour market outcomes in young adulthood

Abstract .  The Ontario Child Health Study provides the first opportunity in Canada to assess directly the relationship between socio-economic and health status in childhood and levels of completed schooling, health status, and labour market success in young adulthood. We find that childhood health problems are negatively associated with educational attainment, especially the probability of a university degree, and the health status of young adults. Our results also imply that childhood health problems influence adult labour force outcomes, especially for males, mainly through adult levels of schooling and health.     

The effect of private high school education on the college trajectory

We use the National Education Longitudinal Study (NELS) to estimate the effect of private secondary schooling on the average college trajectory of a student in the United States, examining college enrollment and degree attainment across the private and public sectors. We provide the first estimates of the effect of private schooling on college degree attainment using the most recent NELS survey. To account for potential non-random selection we exploit the variation in the grade spans of the students’ middle schools. Results indicate that private schooling has a significant, positive effect on college enrollment and degree attainment. The effect on college enrollment diminishes with time, suggesting that private schools influence degree attainment by getting students to college sooner.     

The effect of family background on children's level of schooling attainment in Spain

This paper provides microeconomic estimates of the role played by family background in determining children's level of schooling attainment in Spain. We use an ordered logit model to explore the effects of family background and other supply factors on the probability of various educational outcomes. Our estimates are based on household data obtained from the ECVT, Living and Working Conditions Survey (Ministerio de Economía y Hacienda, 1985), a Spanish nation-wide household survey conducted at the end of 1985. In general, and given the Spanish capital constraints, parental income, social class, and family size, explain children's level of schooling. These results are consistent with those of the literature that focuses on the role of family background in determining schooling attainment.     

Measures of Human Capital and Nonlinearities in Economic Growth

In this paper we study the relationship between human capital accumulation and economic growth using various measures of human capital frequently employed by researchers. We use semiparametric estimation techniques to uncover any nonlinearities that may exist. Using mean years of schooling measures of human capital we find a nonlinear effect on economic growth. There seem to be important differences in the growth effect of educational attainment by gender and level of education. Enrollment rates do not yield a nonlinear effect.     

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.     

The economics of education and policy: Ideas for a principles course

There are many aspects of the “economics of education” that would make excellent examples for introductory economics students. The author presents two topics that are central to the economics of education and to human capital theory: the economic benefit (or “returns”) to schooling and educational attainment as an investment. There are two key concepts the author hopes students get from this discussion. The first is that there are both private and social benefits of schooling whence we derive the rationale for government intervention. The second is that educational attainment is an investment decision with both costs and benefits, and some risk.     

Gender Inequality in Education and Kinship Norms in India

Women’s schooling attainment in India continues to lag considerably behind that of men. This paper uses nationally representative district-level data from the 2007–8 District Level Household and Facility Survey (DLHS-3), Indicus Analytics, and the 2011–12 Indian Human Development Survey-II (IHDS-II) to examine the role of socioeconomic and cultural factors in influencing gender differentials in schooling. The results provide quantitative evidence of the role of different economic and sociocultural factors on gender disparities in education. The empirical results show that economic development is an important factor in narrowing gender gaps in education, with wealthier districts more likely to educate girls than poorer districts. However, the norm of patrilocal exogamy, where wives migrate to co-reside with their husband’s kin, is associated with worse outcomes for women’s schooling relative to men’s schooling; and, in keeping with anthropological research, gender-differentiated inequities in education are more pronounced in Northern India.