Schooling and the Armed Forces Qualifying Test

Cascio, Elizabeth; Lewis, Ethan

doi:10.3368/jhr.xli.2.294

Cited by 158 publications

(113 citation statements)

References 35 publications

Supporting

Mentioning

107

Contrasting

Unclassified

Order By: Relevance

“…More recent contributions based on different empirical strategies for addressing the difficulties in observational data, each with its own specific strengths and weaknesses, have been reported (9)(10)(11)(12)(13). However, there is one main type of evidence that is both highly relevant and potentially convincing but entirely missing from this literature: analysis of the effect on IQ of major large-scale policy interventions to raise compulsory schooling levels.…”

mentioning

confidence: 98%

Schooling in adolescence raises IQ scores

Brinch

Galloway

2011

Proc. Natl. Acad. Sci. U.S.A.

206

135

View full text Add to dashboard Cite

Although some scholars maintain that education has little effect on intelligence quotient (IQ) scores, others claim that IQ scores are indeed malleable, primarily through intervention in early childhood. The causal effect of education on IQ at later ages is often difficult to uncover because analyses based on observational data are plagued by problems of reverse causation and self-selection into further education. We exploit a reform that increased compulsory schooling from 7 to 9 y in Norway in the 1960s to estimate the effect of education on IQ. We find that this schooling reform, which primarily affected education in the middle teenage years, had a substantial effect on IQ scores measured at the age of 19 y.E ver since the advent of intelligence testing, the malleability of intelligence quotient (IQ) scores by education and training has been intensely debated; given that IQ is associated with a host of social and economic outcomes (1-3), insights on this issue are of clear and definite relevance for society. A growing consensus points to the major role that early childhood environment and interventions play in the development of economically and socially relevant cognitive skills (4-6), but the effectiveness and efficiency of later interventions, such as formal schooling, in raising IQ are less certain.Although the high correlation between IQ and length of schooling is well-documented (1, 7), clear conclusions about both the direction and extent of the possible causal relationship between schooling and IQ scores remain elusive and highly controversial. Herrnstein and Murray's The Bell Curve (3) famously emphasized the role of IQ in self-selection or sorting into educational levels and provided both an extensive literature review and empirical analyses to support claims about the limited malleability of IQ by schooling and/or training. However, reviews by other scholars (7, 8) reach the opposite conclusion, contending that schooling does itself have a substantial independent effect on IQ. These disparities in interpreting the existing evidence arise primarily because empirical analyses of nonexperimental data generally cannot discount reverse causation (i.e., that higher IQ causes a person to obtain more education rather than vice versa or that some other underlying omitted variable or factor is responsible for both high IQ and higher educational attainment).More recent contributions based on different empirical strategies for addressing the difficulties in observational data, each with its own specific strengths and weaknesses, have been reported (9-13). However, there is one main type of evidence that is both highly relevant and potentially convincing but entirely missing from this literature: analysis of the effect on IQ of major large-scale policy interventions to raise compulsory schooling levels. This current study exploits exogenous variation in individual educational attainments generated by just such a major intervention: a comprehensive compulsory schooling reform that was introduced in Norway in the...

show abstract

mentioning

confidence: 98%

Schooling in adolescence raises IQ scores

Brinch

Galloway

2011

Proc. Natl. Acad. Sci. U.S.A.

206

135

View full text Add to dashboard Cite

show abstract

“…Based on the literature, we hypothesize that schooling has a direct impact on raising cognitive ability because formal education enriches the cognitive skills and knowledge of Child mortality (Brinch & Galloway, 2012;Cascio & Lewis, 2006;Falch & Massih, 2011;Glymour et al, 2008;Hansen, Heckman, & Mullen, 2004;Haworth, Daleb, & Plomin, 2008). It has been observed that the impact of extra school days on cognitive skills is homogeneous across individuals with different school grade history and whose parents have different levels of education (e.g., Carlsson, Dahl, Öckert, & Rooth, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Why are cognitive abilities of children so different across countries? The link between major socioeconomic factors and PISA test scores

Burhan

Yunus

Tovar

et al. 2017

Personality and Individual Differences

View full text Add to dashboard Cite

“…However, the IV used here is mechanically related to birth timing, and so similar concerns warrant careful attention to the issues raised by both papers. Among other robustness checks, I follow the general approach taken in Cascio and Lewis (2006) and allow quarter-of-birth to enter the production function. The estimates in columns (5) and (6) account for child fixed effects, an empirical strategy used by only a small number of previous child care studies.…”

Section: Ols and Fixed Effects Estimates For Current Non-parental Chimentioning

confidence: 99%

The Impact of Non-Parental Child Care on Child Development: Evidence from the Summer Participation 'Dip'

Herbst

2012

SSRN Journal

View full text Add to dashboard Cite

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.

show abstract

Schooling and the Armed Forces Qualifying Test

Cited by 158 publications

References 35 publications

Schooling in adolescence raises IQ scores

Schooling in adolescence raises IQ scores

Why are cognitive abilities of children so different across countries? The link between major socioeconomic factors and PISA test scores

The Impact of Non-Parental Child Care on Child Development: Evidence from the Summer Participation 'Dip'

Contact Info

Product

Resources

About