Measuring heterogeneity in the returns to education using an education reform

Aakvik, Arild; Salvanes, Kjell G.; Vaage, Kjell

doi:10.1016/j.euroecorev.2009.09.001

Cited by 137 publications

(147 citation statements)

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“…They found no evidence that inhabitants moved to other municipalities in relation to when the reform was implemented. Third, Salvanes and co-workers have shown that there is no relationship between the timing of the implementation of the reform and municipal characteristics such as the size of the municipality, the unemployment rate or the proportion of employed people who work in manufacturing industries (Aakvik, Salvanes, & Vaage, 2010;Black, Devereux, & Salvanes, 2008). Further, they found no relationship between the timing of implementation and inhabitants' level of income or their age.…”

Section: Discussionmentioning

confidence: 99%

“…From 1960 and onwards a school reform was implemented in Norway (comprehensive descriptions of the reform are given by Aakvik, Salvanes, & Vaage, 2010;Lie, 1973;Telhaug, 1969). The time of implementation was decided by the individual municipalities, but all had to implement the reform by the end of 1972.…”

Section: Identification Using a Compulsory School Reform In Norwaymentioning

confidence: 99%

“…intergenerational transmission of education, family size, teenage births, mobility in the labour market, IQ and earnings (Aakvik, Salvanes, & Vaage, 2010;Black, Devereux, & Salvanes, 2005, 2008Machin, Salvanes, & Pelkonen, 2012). The current dataset has been designed in a similar way to the design of Salvanes and co-workers (for details see Aakvik, Salvanes, & Vaage, 2010;Black, Devereux, & Salvanes, 2005).…”

Section: Identification Using a Compulsory School Reform In Norwaymentioning

confidence: 99%

“…The current dataset has been designed in a similar way to the design of Salvanes and co-workers (for details see Aakvik, Salvanes, & Vaage, 2010;Black, Devereux, & Salvanes, 2005). Thus our main analysis was performed on a sample that was restricted to mothers with 9 years or less of education.…”

Section: Identification Using a Compulsory School Reform In Norwaymentioning

confidence: 99%

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Educated mothers, healthy infants. The impact of a school reform on the birth weight of Norwegian infants 1967–2005

Grytten

Skau

Sørensen

2014

Social Science & Medicine

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Birth weight is an important predictor of health and success in later life. Little is known about the effect of mothers' education on birth weight. A few causal analyses have been done, but they show conflicting results. We estimated the effect of mothers' education on birth weight by using data on a school reform in Norway. During the period 1960-1972, all municipalities in Norway were required to increase the number of compulsory years of schooling from seven to nine years. We used this education reform to create exogenous variation in the education variable. The education data were combined with large sets of data from the Medical Birth Registry and Statistics Norway. Since municipalities implemented the reform at different times, we have cross-sectional as well as time-series variation in the reform instrument. In the analyses, we controlled for municipality fixed effects, municipality-specific time-trends and mothers' and infants' year of birth. Using this procedure we found a fairly large effect of mothers' education on birth weight.Increasing mothers' education reduces the likelihood of low birth weight, even in a publically financed health care system. In interpreting these results it is important to keep in mind that we have examined only one channel, which is through birth weight, through which education may explain differences in health. There are other potential channels that should be explored by future research. In particular, it would be of interest to examine whether education has causal effects on the broader determinants of health, such as psychopathology, social capital and networks, and family stress and dysfunction.

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Section: Discussionmentioning

confidence: 99%

Section: Identification Using a Compulsory School Reform In Norwaymentioning

confidence: 99%

Section: Identification Using a Compulsory School Reform In Norwaymentioning

confidence: 99%

Section: Identification Using a Compulsory School Reform In Norwaymentioning

confidence: 99%

See 2 more Smart Citations

Educated mothers, healthy infants. The impact of a school reform on the birth weight of Norwegian infants 1967–2005

Grytten

Skau

Sørensen

2014

Social Science & Medicine

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“…In addition, differences in dropout propensity by socioeconomic status have distributional consequences. Using an educational reform in the 1960's to infer causal effects, Aakvik et al (2008) find that completing upper secondary school in Norway generates a wage premium of 10 -15 percent. Although this evidence cannot directly be generalized to the effects in the present school system, it suggests that completing upper secondary school or not is an important source of income inequality even in Scandinavian welfare states with small wage differences.…”

Section: Theoretical Issuesmentioning

confidence: 99%

Schools, ability, and the socioeconomic gradient in education choices

Falch

Strøm

2013

The Journal of Socio-Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. This paper provides evidence on the socioeconomic gradient in dropout and progression in upper secondary education in Norway. Using a rich data set covering all students transferring from compulsory education to upper secondary education in 2002, we find that student achievement at the end of compulsory school is the main predictor of dropout and delayed progression. The socioeconomic gradient is sensitive to the inclusion of prior achievement in the model. We find that the gradient is modest and non-linear, and related to dropout behavior and not grade repetition. The results are remarkably robust to controlling for a full set of school fixed effects. Terms of use: Documents in EconStor mayJEL-Code: H420, I200, J240.

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Reanalyzing Zero Returns to Education in Germany

Kamhöfer

Schmitz

2015

J of Applied Econometrics

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SUMMARY Pischke and von Wachter (Review of Economics and Statistics 2008; 90(3):592-598) find zero earnings returns to compulsory schooling in the basic school track in Germany. We reanalyze their study using a different dataset.In an extension, we use additional instruments which allow estimation of heterogeneous effects for different groups of compliers. We can confirm the previous result and also find zero returns for other compliers in higher track schools. Moreover, we do not find a causal effect of schooling on cognitive skills. This is in line with a potential reason Pischke and von Wachter (2008) give for their result, namely that basic skills are learned earlier in Germany and additional years of schooling are no longer effective.

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Measuring heterogeneity in the returns to education using an education reform

Cited by 137 publications

References 21 publications

Educated mothers, healthy infants. The impact of a school reform on the birth weight of Norwegian infants 1967–2005

Educated mothers, healthy infants. The impact of a school reform on the birth weight of Norwegian infants 1967–2005

Schools, ability, and the socioeconomic gradient in education choices

Reanalyzing Zero Returns to Education in Germany

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