The effects of generalized school choice on achievement and stratification: Evidence from Chile's voucher program

In 1981, Chile introduced nationwide school choice by providing vouchers to any student wishing to attend private school. As a result, more than 1000 private schools entered the market, and the private enrollment rate increased by 20 percentage points, with greater impacts in larger, more urban, and wealthier communities. We use this differential impact to measure the effects of unrestricted choice on educational outcomes. Using panel data for about 150 municipalities, we find no evidence that choice improved average educational outcomes as measured by test scores, repetition rates, and years of schooling. However, we find evidence that the voucher program led to increased sorting, as the “best” public school students left for the private sector.     

Does the early bird catch the worm? The effect of school starting age on educational attainment and labor market outcomes: Evidence from Chinese urban twins data

This paper estimates the effects of school starting age (SSA) on educational attainment and labor market outcomes by using unique urban adult twins data from China. Ordinary least squares (OLS) estimates indicate that late enrollment in primary school lowers years of education, earnings, wage rate, and probability of employment. However, when we use the within-monozygotic (MZ)-twin fixed effects method to exclude unobservable endowments and family factors, the effects of SSA on years of education become less negative. For earnings, wage rate, and the probability of employment, the within-twin fixed effects estimates become insignificant. The results indicate that a one-year delay in primary school starting age lowers schooling by 0.51 years but does not affect earnings, wage rate, or probability of employment. The difference between OLS and within-MZ-twin fixed effects estimates indicates that the negative return to SSA is due to unobservable family variables and omitted individual-specific endowments. We further find that the earlier primary school starters fail to obtain a level of education with high return. Specifically, early birds do not have a high probability of getting a vocational school degree or above.     

The effect of primary school type on the high school opportunities of migrant children in China

Using longitudinal data collected from China, this paper studies how primary school type affects migrant children’s high school opportunities. We use parental residence prior to a policy change in Shanghai as an instrument for primary school type, and find that migrant children who attended private primary schools are 10% less likely to enter high schools without retention than their counterparts who attended public primary schools. We show that both institutional barriers and learning at the primary school stage affect students’ probability of entering high school and whether they go to regular or vocational high schools.     

Indian residential schools: Height and body mass post‐1930

We study the effects of Canadian Indian residential schooling on two anthropometric measures of health during childhood: adult height and body weight. We use repeated cross‐sectional data from the 1991 and 2001 Aboriginal Peoples Survey and leverage detailed historical data on school closures and location to make causal inferences. We find evidence that, on average, residential schooling increases adult height and the likelihood of a healthy adult body weight for those who attended. These effects are concentrated after the 1950s, when the schools were subject to tighter health regulations and students were selected to attend residential school based partly on their need for medical care that was otherwise unavailable. Residential schooling is only one policy in Canada that had an impact on the health of status First Nations peoples, so our results must be understood in the broader social context. Taken in context, our results suggest that health interventions in later childhood can have significant impacts on adult health. We also document significant increases in height and body weight for status peoples born after the 1960s, suggesting substantial changes in diet and living conditions during this period.     

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.     

The impact of rural electrification on income and education: Evidence from Bhutan

We investigate the impact of a rural electrification program on household income and children's schooling in rural Bhutan. Using propensity score matching, we find that electrification had a statistically significant impact on nonfarm income and education. Nonfarm income increased by 61 percent and children gained 0.72 additional years of schooling and 9 minutes of study time per day. We do not observe significant effects on farm income. Results are consistent and robust to different matching algorithms. Our findings indicate that investments in reducing energy deficit may help improve human welfare in Bhutan.     

Does the early bird catch the worm?

We estimate the effect of age of school entry on educational outcomes using two different data sets for Germany, sampling pupils at the end of primary school and in the middle of secondary school. Results are obtained based on instrumental variable estimation exploiting the exogenous variation in month of birth. We find robust and significant positive effects on educational outcomes for pupils who enter school at 7 instead of 6 years of age: test scores at the end of primary school increase by about 0.40 standard deviations and the probability to attend the highest secondary schooling track (Gymnasium) increases by about 12% points.     

Analysis of School Enrollment in Ghana: A Sequential Approach

In this paper, we depart from the standard way of analyzing school enrollment by accounting explicitly for educational selectivity in order to examine the determinants of child school enrollment in Ghana. Using data from the Ghana Living Standard Survey round 6 (GLSS 6), we estimate a three‐step sequential logit model for the determinants of secondary school enrollment and its dependence on completing primary school. We find that family resources such as parental education, household income and the gender of the head of the household play a role in households' child schooling decisions. Educated parents are relatively more likely to enroll their children in primary school and keep them in school until they complete primary education. As well, we show that educated parents do not promote a gender‐biased investment in the schooling of children at the primary level. While household welfare does not influence children's entry into primary school importantly, their completion of primary school depends on household welfare. The study sheds more light on the pro‐male bias phenomenon regarding entry into primary school and primary school completion. Policies to promote the achievement of Sustainable Development Goal 4 in Ghana must be grade sensitive.     

Unequal opportunities and public policy: The impact of parental disability benefits on child postsecondary attendance

This paper uses Canada's National Longitudinal Survey of Children and Youth to examine whether greater cash transfers available to parents with disabilities when their child was aged 5 to 15 increase the chances that the child will attend postsecondary education (PSE) as a young adult. We exploit differences across provinces and over time in the generosity of provincial disability benefits programs in Canada and find that higher disability benefits when the child was aged 5 to 15 years increase the probability that he or she will have attended or be attending PSE by age 19 to 25. The estimated effect size increases with the severity of the parental disability and the number of disabled parents. Because lower disability benefits significantly worsen performance of public school aged children on standardized math tests and elevate anxiety symptoms, one plausible pathway from disability benefit levels to PSE attendance may be through the cognitive and non‐cognitive skills children acquire by the age of 15. We conclude that the level of disability transfers available early in a child's life mitigates the impact of having a parent with a disability as a source of inequality of opportunity and of unequal probability of PSE participation.     

The human capital consequences of civil war: Evidence from Guatemala

We combine data from the 2002 National Population Census and the distribution of the number of human rights violations and victims across 22 departments to examine how Guatemala's 36-year-long civil war affected human capital accumulation. The year of birth and the department of birth jointly determine an individual's exposure during school age to three different periods of the civil war, namely the initial period (1960-1978), the worst period (1979-1984), and the final period (1985-1996). We find a strong negative impact of the civil war on the education of the two most disadvantaged groups, namely rural Mayan males and females. Among rural Mayan males, those who were school age during the three periods of the civil war in departments where more human rights violations were committed completed 0.27, 0.71, and 1.09 years less of schooling respectively whereas rural Mayan females exposed to the three periods of the war completed 0.12, 0.47, and 1.17 years less of schooling respectively. Given an average of 4.66 and 3.83 years of schooling for males and females, these represent declines of 6, 15, and 23% for males and 3, 12, and 30% for females. Our results are robust to the inclusion of indicators for department of residence, year of birth, and controls for different trends in education and human development in war-affected and peaceful departments of Guatemala and suggest that the country's civil war may have deepened gender, regional, sectoral, and ethnic disparities in schooling.     

International migration,remittances, and schooling: evidence from El Salvador

We examine the effect of remittances from abroad on households' schooling decisions using data for El Salvador. Following the massive war-related emigration of the 1980s, remittances became a significant source of household income throughout the 1990s. We use the Cox proportional hazard model to examine the determinants of school attendance. Measuring income from a source that is uncorrelated with parental schooling—remittances—, we find that remittances have a large, significant effect on school retention. We estimate that while household income net of remittances has a small, though significant, impact on the hazard of leaving school in rural and urban areas, remittances have a much larger impact on the hazard of leaving school. In urban areas, the effect of remittances is, at its smallest, 10 times the size of the effect of other income. In rural areas, the effect of remittances is about 2.6 times that of other income. Our finding is of interest in that it suggests that subsidizing school attendance, particularly in poor areas, may have a large impact on school attendance and retention, even if parents have low levels of schooling.     

The three Is of public schools: irrelevant inputs,insufficient resources and inefficiency

We examine the educational production function and efficiency of public school districts in Illinois. Using non-parametric kernel methods, we find that most traditional schooling inputs are irrelevant in determining test scores (even in a very general setting). Property tax caps are the only relevant factor that is related to districts’ financial constraints and have predominantly negative associations with test scores. Therefore, insufficient resources may be partially responsible for the lack of growth in test scores. For most other relevant inputs, we find substantial heterogeneity in the returns, which helps reconcile some of the puzzling results in the literature. We further find that there exist inefficiencies in school districts. Moreover, the level of test scores, commonly used as a measure of school effectiveness, (while related) differs substantially from our efficiency scores, and standard parametric approaches drastically underestimate school efficiency. We discuss the policy implications of our results.     

THE ESTIMATED EFFECT OF CATHOLIC SCHOOLING ON EDUCATIONAL OUTCOMES USING PROPENSITY SCORE MATCHING

This paper examines the effect of attending a Catholic high school on educational outcomes. The statistical analysis is based on data obtained from the US National Educational Longitudinal Study. Using propensity score matching methods to control for selection bias, we find that Catholic schooling improves maths test scores, with stronger effects for males than for females, but appears to have little effect (if any) on reading scores. Catholic schooling also raises high school graduation rates and substantially increases the likelihood of enrolment in a 4‐year college. Use of the difference‐in‐difference method suggests that the effect of Catholic schooling on changes in maths scores is more muted, though still statistically significant.     

GROWTH AND VARIABILITY OF SCHOOL DISTRICT INCOME TAX REVENUES: IS TAX BASE DIVERSIFICATION A GOOD IDEA FOR SCHOOL FINANCING?

School districts in Ohio have the option of diversifying their revenue base by adopting income taxes. Using a panel of Ohio school districts that adopted a local income tax from 1990 to 2008, we find that revenues are procyclical and fluctuate only mildly. The estimated short‐ and long‐run income elasticity of school district income tax revenues is 1.05 and 1.04, respectively. We also find that the school district tax base fully adjusts to its long‐run equilibrium within 2 years. Finally, we show that school district income tax adoption does not provide more stability to total school district tax revenues in the short or the long run. (JEL H71, H75)     

THE IMPACT OF PUBLICLY PROVIDED EARLY CHILDHOOD EDUCATION PROGRAMS ON DISTRICT‐LEVEL TEST SCORES

While the existing literature largely finds that standardized test scores are positively associated with participation in pre‐kindergarten programs at the student level, there is little research on the policy effect of publicly providing these programs to entire school districts. We attempt to partially fill this void by examining the effect that publicly provided pre‐kindergarten and full‐day kindergarten programs have on fourth grade student achievement in math and reading at the district level. The models utilize panel data from districts in Wisconsin along with fixed effects estimations. We find that once time‐invariant unobserved heterogeneity of a district is accounted for, preschool programs have small but significant impacts on a cohort's future math scores, particularly in less‐educated communities. Additionally, there is no evidence that preschool or full‐day kindergarten has an impact on future reading scores at the district level. (JEL I20, I28)     

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.     

The intergenerational transmission of education: Evidence from Taiwanese adoptions

This paper examines the causal effect of parental schooling on children’s schooling using a large sample of adoptees from Taiwan. Using birth-parents’ education to help control for selective placement of children with adoptive parents, we find that adoptees raised with more highly educated parents have higher educational attainment, measured by years of schooling and probability of university graduation. We also find evidence that adoptive father’s schooling is more important for sons’ and adoptive mother’s schooling is more important for daughters’ educational attainment. These results support the notion that family environment (nurture) is important in determining children’s educational outcomes, independent of genetic endowment.     

Is emigration of workers contributing to better schooling outcomes in Nepal?

This paper presents evidence on how emigration for work affects schooling outcomes for primary and secondary school‐age children in Nepal. Using an instrumental variable strategy exploiting past migration network, we show that the identified effects critically depend on how schooling outcomes are measured. While conventional measures of school attendance indicate no impact, our new set of schooling status and schooling gap measures reveals significant impacts. Schooling status measures reveal favorable impacts for girls, and for emigration to India. Schooling gap measures reveal favorable effects of all emigration on schooling outcomes for girls and of emigration to other countries for boys.     

Is Extending Compulsory Schooling Alone Enough to Raise Earnings? Evidence from French and British Compulsory Schooling Laws*

In this paper, I compare two reforms that raised the minimum school‐leaving age to 16 in France (1967) and in England and Wales (1972). Using a regression discontinuity design, I find that while the reform in England and Wales led to a 6?7 percent increase in hourly wages per additional year of compulsory schooling, the impact of the change to French law was close to zero. The results suggest that the major difference between the two reforms was that the fraction of individuals holding no qualifications dropped sharply after the introduction of the new minimum school‐leaving age in England and Wales, whereas it remained unchanged in France.     

Post‐socialist transition and intergenerational educational mobility in Kyrgyzstan

We investigate long‐term trends in intergenerational educational mobility in a lower middle‐income transition economy. We draw on evidence from Kyrgyzstan using data from three household surveys collected in 1993, 1998 and 2011. We find that Kyrgyzstan, like Eastern European middle‐income transition economies, maintained high educational mobility, comparable to levels during the Soviet era. However, we find that the younger cohorts, exposed to the transition during their school years, experienced a rapid decline in educational mobility. We also document that gender differences in schooling and educational mobility, found among older‐aged individuals, disappeared in the younger cohorts.