THE EFFECT OF PARENTAL EMPLOYMENT ON CHILD SCHOOLING

This paper presents a model that provides conditions under which a causal interpretation can be given to the association between childhood parental employment and subsequent educational attainments of children. The key parameter comes from theconditional demand function for children's future earning capacity. Its identification rests on having data on siblings and assumptions about the timing of parents' knowledge of their children's endowments. In addition to sibling differences, the useof a fixed‐effects instrumental‐variables estimator identifies the parameter under weaker conditions. Empirical analysis informed by the model reveals a negative and significant effect on the child's educational attainment of the months of the mother's full‐time employment when the child was aged 0–5. The effect of the mother's part‐time employment is smaller and less well determined, but again negative. These results suggest that the substitution effect of the mother's employment dominates the income effects. Stronger adverse effects are found for children of less‐educated mothers. Copyright © 2012 John Wiley & Sons, Ltd.     

Self-employment,educational attainment and employment protection legislation

We analyse how educational attainment and employment protection influence an individual's decision to become self-employed. By altering expected income from dependent employment, employment protection is likely to affect an individual's choice of occupation, although such a link has not been established in the literature so far. We argue that an interaction between an individual's educational attainment and the institution of employment protection exists when it comes to the decision regarding whether to become self-employed. Based on survey data from OECD countries, we find evidence for a negative interaction, and conclude that only after taking this interaction into account can the effect of employment protection and educational attainment on self-employment rates be assessed.     

The Reliability of Family Background Effects on Status Attainment: Multiple Informant Models

This article sets out to investigate to what extent conventional retrospective measurement of family background leads to biases in the effects of family background in status attainment research. Multiple informant models show that the effect of father’s educational attainment on respondent’s educational attainment is 41% greater than conventional research suggests, and that the effect of father’s occupational status on respondent’s educational attainment becomes zero. The direct effect of respondent’s educational attainment on respondent’s occupational status is 21% greater after the unreliability in the respondent’s answers has been taken into account. We conclude that measurement error seriously biases conclusions about the status attainment process in the Netherlands.     

Increasing the length of parents' birth-related leave: The effect on children's long-term educational outcomes

Investments in children are generally seen as investments in the future economy. In this study I focus on time investments in children as I investigate the long-term educational effects on children of increasing parents' birth-related leave from 14 to 20 weeks using a natural experiment from 1984 in Denmark. The causal effect of the reform is identified using regression discontinuity design to compare a population sample of children born shortly before and shortly after the reform took effect. Results indicate that increasing parents' access to birth-related leave has no measurable effect on children's long-term educational outcomes. Mothers' incomes and career opportunities are slightly positively affected by the reform.     

Family Arrangements and Children's Education Among Migrants: A Case Study of China

As China is experiencing an urban revolution with massive rural-to-urban migration, millions of children are profoundly affected by their parents’ migration and their decisions about family arrangements. With the discriminatory hukou system and harsh living conditions in cities, the dilemma migrant parents face is whether they should take their children with them to the city or leave them behind. This decision determines the household, school and community environments that children live in, which, in turn, shape their well-being. With a unique strategy of comparing ‘left-behind children’ to ‘migrant children’ and a gendered perspective, this article examines how different family arrangements among migrants and consequent housing conditions and gender dynamics affect children's educational well-being. Our findings demonstrate the complex impact of family arrangements on children, which is conditioned by wage income and the gender of the absent parent and the child. We find that children from less favorable socio-economic backgrounds benefit more from moving to cities. Children living with both parents and those living with their mother or grandparents tend to do better. While the effect of housing conditions is marginal, family arrangements have a gendered effect on children. Related policy recommendations are provided.     

Does Home Ownership by Parents Have an Economic Impact on Their Children?

This paper uses the Panel Study of Income Dynamics to explore the impact of housing on children's productivity through educational attainment and through their housing choices as adults after they leave their parent's home. After controlling for other factors that are normally hypothesized to affect an individual's education and earnings, we find that the average child of homeowners is significantly more likely to achieve a higher level of education and, thereby, a higher level of earnings. We also find that having controlled for the factors traditionally thought to influence an individual's choice of housing tenure, as well as other parental characteristics, the housing tenure of parents plays a primary role in determining whether or not the child becomes a homeowner.     

A dynamic analysis of educational progression of children of immigrants

This paper uses a parsimonious version of Cameron and Heckman's (2001) dynamic model of educational progression to determine at what stages of their educational careers children of immigrants fall behind their native peers and the magnitude of intergenerational transmission. The analyses are primarily directed towards explaining high dropout rates from vocational upper secondary education, identified as the main barrier to educational attainment. The results corroborate previous findings that family background is an important determinant of educational outcomes but also suggest that differences in endowments alone do not explain the observed gap in educational attainment between natives and ethnic minorities.     

Public school availability for two-year olds and mothers' labour supply

French children start public school either the year they turn two or the year they turn three. We evaluate the impact of this unique schooling policy on maternal labour supply. Using a Regression–Discontinuity design, we show that early school availability has a significant employment effect on lone mothers, but no effect on two-parent families. Also we show that the effect grows larger as the child grows older and as the family loses eligibility for child benefits. Finally, we provide some new evidence that school enrolment at the age of two has no adverse effect on children's subsequent educational outcomes.     

Towards causal estimates of children's time allocation on skill development

In this paper we examine how children's time allocation affects their accumulation of cognitive skill. Children's time allocation is endogenous in a model of skill production since it is chosen by parents and children. We apply a recently developed test of exogeneity to search for specifications that yield causal estimates of the impact time inputs have on child skills. The test exploits bunching in time inputs induced by a nonnegativity time constraint and it has power to detect a variety of sources of endogeneity. We find that with a sufficiently rich set of controls we are unable to reject exogeneity in our most detailed production function specifications. The estimates from these specifications indicate that active time with adult family members, such as parents and grandparents, are the most productive in generating cognitive skill.     

Generational Dimensions of Neoliberal and Post‐Fordist Restructuring: The Changing Characteristics of Young Adults and Growing Income Inequality in Montreal and Vancouver

There is growing concern over income inequality and its generational dimensions. Post‐Fordist and neoliberal restructuring have reshaped urban labour markets, resulting in growing inequalities that disproportionately afflict younger workers. This article empirically analyses the transition as experienced in Montreal and Vancouver, two Canadian cities that have undergone restructuring in different ways. The study of young adults' changing incomes reveals growing intra‐ and inter‐cohort inequality, and an increasing intergenerational income gap in both cities. Income inequality is greater in Vancouver, with its more pronounced post‐Fordist labour force composition and neoliberalized governance context. Known factors such as occupation and gender affect the earnings structure, but educational attainment has increased the most in terms of its effect on incomes. Inequalities among young adults are expected to magnify in the future due to unevenness in educational attainment. Urban research ought to pay close attention to the role of education in structuring inequalities, and the ways the impact of restructuring is unevenly distributed across generations.     

MATERNAL EDUCATION AND CHILD ATTAINMENT IN JAMAICA: TESTING THE BARGAINING POWER HYPOTHESIS†

In a bargaining model of household decision-making, any variable reflecting the outside opportunities of household members will influence household demand patterns. Mother's education has been found to be an important determinant of children's education and health outcomes. This paper argues that within a bargaining framework, mother's education may influence children's health and education by shifting bargaining power within the household. An empirical strategy is developed and applied to data on teenage grade attainment and school enrolment in Jamaica. The results support the bargaining power hypothesis, and imply a broader role for mother's education than has previously been considered.     

STUDENT DEBT EFFECTS ON FINANCIAL WELL‐BEING: RESEARCH AND POLICY IMPLICATIONS

Reviewing the data regarding effects of student debt on students’ financial outcomes following college – whether successful graduation or premature exit – makes clear that there is a price to pay for having to borrow money to go to college. Indebted college graduates have lower net worth, less home equity, and compromised ability to accumulate assets, as compared to their peers with the same level of education but no student debt. They may also experience poorer educational outcomes, with independent effects on earning power and, then, later wealth accumulation. Especially given the relationship between initial household wealth and children's later educational outcomes, these findings about the post‐college financial outcomes of indebted students and graduates raise the specter of ongoing, sustained, and cross‐generational perpetuation of societal divides. In the United States, higher education is valued not just as a good in itself, but also as a means to the end of greater economic security and the primary lever for economic mobility. Evaluating student loans through this lens underscores the long‐term, volatile, and often hidden effects of student loan dependence and raises the stakes for consideration of alternative approaches to higher education finance.     

How interethnic marriages affect the educational attainment of children: Evidence from a natural experiment

The allocation of Moluccan immigrants across towns and villages at arrival in the Netherlands and the subsequent formation of interethnic marriages resemble a natural experiment. The exogenous variation in marriage formation allows us to estimate the causal effect of interethnic marriages on the educational attainment of children from such marriages. We find that children from Moluccan fathers and native mothers have a higher educational attainment than children from ethnic homogeneous Moluccan couples or children from a Moluccan mother and a native father.     

CHILD MENTAL HEALTH AND EDUCATIONAL ATTAINMENT: MULTIPLE OBSERVERS AND THE MEASUREMENT ERROR PROBLEM

We examine the effect of survey measurement error on the empirical relationship between child mental health and personal and family characteristics, and between child mental health and educational progress. Our contribution is to use unique UK survey data that contain (potentially biased) assessments of each child's mental state from three observers (parent, teacher and child), together with expert (quasi‐)diagnoses, using an assumption of optimal diagnostic behaviour to adjust for reporting bias. We use three alternative restrictions to identify the effect of mental disorders on educational progress. Maternal education and mental health, family income and major adverse life events are all significant in explaining child mental health, and child mental health is found to have a large influence on educational progress. Our preferred estimate is that a one‐standard‐deviation reduction in ‘true’ latent child mental health leads to a 2‐ to 5‐month loss in educational progress. We also find a strong tendency for observers to understate the problems of older children and adolescents compared to expert diagnosis. © 2015 The Authors. Journal of Applied Econometrics published by John Wiley & Sons, Ltd.     

Do Smaller Classes Always Improve Students’ Long‐run Outcomes?

We exploit the strict class size rule in Norway and matched individual and school register information for 1982–2011 to estimate long‐run causal effects on income and educational attainment. Contrary to recent evidence from the US and Sweden, we do not find any significant average effect on long‐run outcomes of reduced class size. We further use the large register data set and quasi‐experimental strategy to estimate whether the class size effect depends on external conditions facing students and schools, such as teacher quality, extent of upper secondary school choice, school district size, local fiscal constraints and labour market conditions. Overall, we find that the class size effect does not depend on these factors measured at the school district level. The absence of class size effects on long‐run outcomes in Norway is consistent with earlier findings for short‐run outcomes, using comparable data and empirical strategies.     

Assessing the economic costs of high school noncompletion

Disparities in educational attainment exist across states. There are costs, both to the individual and society, associated with low levels of educational attainment. This research estimates the costs of high school noncompletion in terms of income loss for each state. The results suggest that: 1) there are substantial economic costs associated with high school noncompletion ($727 billion in lost income nationally); 2) costs vary widely across states; and 3) in general, states with relatively low levels of per capita expenditures on education incur the greatest losses in income from high school noncompletion.     

EDUCATIONAL ATTAINMENT AND THE RURAL-URBAN DIVIDE IN CHINA

A national household income survey and census data are used to examine the determinants of educational attainment in China. Rural and urban areas are analysed separately, and contrasted, owing to the sharp economic and institutional divide between them. The roles of income, age, gender, ethnicity, region and family background are explored. An attempt is made to distinguish between demand- and supply-constraints. The opportunity and other costs of rural schooling, and the reasons for leaving school, are examined. Income levels and incentives are important in explaining rural dropping out, and parental education is a powerful influence on enrolment and achievement. The considerable inequality of educational opportunity in China requires corrective policies.     

Wage inequality and the labor market impact of economic transformation: Croatia, 1970–2008

In this paper, we examine wage inequality and wage differentials in Croatia from 1970 to 2008 using two long aggregate time series on the distribution of income. We focus especially on changing income inequality related to educational and vocational attainment, changing income inequality within those groups, and how these two components of inequality were affected by the economic transformation from socialism to capitalism. We find that income inequality between groups rose moderately post-transformation, while overall inequality increased more sharply. This finding is consistent with a growing importance of individual rather than group productivity in labor market compensation, a change broadly consistent with the economic transformation of the Croatian labor market.     

TRADE INTEGRATION,OUTSOURCING AND EMPLOYMENT IN AUSTRIA: A DECOMPOSITION APPROACH

Outsourcing and trade integration of advanced countries is debated with respect to employment effects, in particular for low educated workers – at least in relative terms. We study the employment effects – differentiated by educational attainment levels – of changes in the patterns of trade integration and outsourcing in the Austrian economy over the periods 1995–2000 and 2000–2005 using hierarchical decomposition analysis based on deflated input–output tables. Outsourcing is modeled as changes in the shares of domestically produced intermediates in total intermediates. A similar decomposition of the final demand vector allows us to draw conclusions on the overall employment effects of trade integration. The results suggest that the expected negative employment effects of outsourcing and rising import penetration have been overcompensated by increasing exports. Thus, the overall employment effects of Austrian trade integration have been positive for all educational attainment groups. However, whereas the total effects have been strongest for medium and high educated workers over the period 1995–2000, employment of low educated workers have been strongest and positively affected over the period 2000–2005. This pattern can be explained by a more sluggish export performance together with stronger negative effects of outsourcing and import penetration in medium and high-skill intensive products.