Changes In Compulsory Schooling Laws Research Articles

Education and Migrant Health in China

We examine the causal relationship between education and health among migrants using data from the China Migrants Dynamic Survey. Our identification strategy exploits exogenous changes in compulsory schooling laws and expansion in China's higher education sector. We find that an additional year of education increases the mean self-reported health scores of less-educated migrants by 2.6 percentage points; however, no significant effect is found for better-educated migrants. Heterogeneity analysis suggests that this result is driven by the effect of education on health for women and migrants residing in rural areas. We find that for less-educated migrants, the relationship between education and health is mediated by the positive effects of education on health awareness, healthcare utilization, health behaviors, and income. We conclude by emphasizing the implications of our findings for investing in social policies that result in better health outcomes.

Adult Child Schooling and Older Parents' Cognitive Outcomes in the Survey of Health, Aging and Retirement in Europe (SHARE): A Quasi-Experimental Study.

A growing body of research suggests that adult child educational attainment benefits older parents' cognitive outcomes via financial (e.g., direct monetary transfers) and nonfinancial (e.g., psychosocial) mechanisms. Quasi-experimental studies are needed to circumvent confounding bias. No such quasi-experimental studies have been completed in higher-income countries, where financial transfers from adult children to aging parents are rare. Using data on 8,159 adults aged ≥50 years in the Survey for Health, Aging and Retirement in Europe (2004/2005), we leveraged changes in compulsory schooling laws as quasi-experiments. Each year of increased schooling among respondents' oldest children was associated with better verbal fluency (β = 0.07, 95% CI: 0.02, 0.12) scores; overall associations with verbal memory scores were null, with mixed and imprecise evidence of association in models stratified by parent gender. We also evaluated associations with psychosocial outcomes as potentially important mechanisms. Increased schooling among respondents' oldest children was associated with higher quality-of-life scores and fewer depressive symptoms. Our findings present modest albeit inconsistent evidence that increases in schooling may have an "upward" influence on older parents' cognitive performance even in settings where financial transfers from adult children to their parents are uncommon. Associations with parents' psychosocial outcomes were more robust.

Education, smoking and health: evidence from Canada

ABSTRACT The present paper assesses the causal effects of education on smoking and self-rated health in Canada. Education is instrumented using the changes in compulsory schooling laws. The sample is restricted to cohorts born between 1946 and 1964. The data are from the Canadian General Social Surveys of 1995 and 2016, allowing to observe the evolution of the gradient over the life course. The gradient is confirmed for smoking and self-rated health in correlational estimations, with stronger associations among males in later life. However, the IV regressions produce no evidence for a causal relationship.

The Effect of Education and School Quality on Female Crime

This paper estimates the effects of educational attainment and school quality on crime among American women. Using changes in compulsory schooling laws as instruments, we estimate significant effects of schooling attainment on the probability of incarceration using Census data from 1960-1980. Using data from the 1960-90 Uniform Crime Reports, we also estimate that increases in average schooling levels reduce arrest rates for violent and property crime but not white collar crime. The estimated reductions in crime for women are smaller in magnitude than comparable estimates for men; however, the effects for women are larger in percentage terms (relative to baseline crime rates). Our results suggest small and mixed direct effects of school quality (as measured by pupil-teacher ratios, term length, and teacher salaries) on incarceration and arrests. Finally, we show that the effects of education on crime for women is unlikely to be due to changes in labor market opportunities and may be more related to changes in marital opportunities and family formation.

The Effect of Parental Education on Children's Drug and Alcohol Use

This research is the first to uncover evidence of an intergenerational effect of education on substance use in the United States. Using data from the NLSY79 and variation in education induced by changes in compulsory schooling laws, we study the effect of parental education on children's use of drugs and alcohol. We find that an increase in parental education decreases alcohol consumption – binge drinking, in particular – and has no effect on marijuana consumption among youth. Given the high social costs associated with alcohol abuse, we conclude that previous research on education may appreciably underestimate the benefits of investments in education.

Health Effects of Instruction Intensity: Evidence from a Natural Experiment in German High-Schools

A large literature aims to establish a causal link between education and health using changes in compulsory schooling laws. It is however unclear how well more education is operationalized by marginal increases in school years. We shed a new light on this discussion by analyzing the health effects of a reform in Germany where total years of schooling for students in the academic track were reduced from nine to eight while keeping cumulative teaching hours constant by increasing instruction intensity. The sequential introduction of the reform allows us to implement a triple difference-in-differences estimation strategy with data from the German Socio-Economic Panel. We find that increased weekly instruction time has negative health effects for females while they are still in school. However, after graduation, females even seem to benefit from reduced school years. We find no effects on males’ health.

The intergenerational effects of education on delinquency

Children of less educated parents are more likely to engage in delinquent behavior. One explanation for this is that better educated parents are inherently more likely to raise children in ways that are less conducive to criminal participation. Alternatively, additional parental education may change parents’ behavior in ways that reduces their children’s propensity to commit crime. Using data from the NLSY79 and variation induced by changes in compulsory schooling laws in the United States, we find that an increase in parental education reduces delinquent behavior among the children of those exposed to compulsory schooling laws. This research is the first to uncover evidence of an intergenerational effect of education on crime in the United States. We conclude that previous analyses of compulsory schooling laws − and investments in education more generally − appreciably underestimate the full benefits of investments in education.

Skills, earnings, and employment: exploring causality in the estimation of returns to skills

Ample evidence indicates that a person’s human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school attainment on labor-market outcomes, the literature on returns to cognitive skills has not yet provided convincing evidence that the estimated returns can be causally interpreted. Using the PIAAC Survey of Adult Skills, this paper explores several approaches that aim to address potential threats to causal identification of returns to skills, in terms of both higher wages and better employment chances. We address measurement error by exploiting the fact that PIAAC measures skills in several domains. Furthermore, we estimate instrumental-variable models that use skill variation stemming from school attainment and parental education to circumvent reverse causation. Results show a strikingly similar pattern across the diverse set of countries in our sample. In fact, the instrumental-variable estimates are consistently larger than those found in standard least-squares estimations. The same is true in two “natural experiments,” one of which exploits variation in skills from changes in compulsory-schooling laws across U.S. states. The other one identifies technologically induced variation in broadband Internet availability that gives rise to variation in ICT skills across German municipalities. Together, the results suggest that least-squares estimates may provide a lower bound of the true returns to skills in the labor market.

Hidden Schooling: Repeated Grades and the Returns to Education and Experience

Over the past four decades, ninth grade repeating has increased four-fold. Despite its prevalence, few economists have attempted to account for grade repeating when estimating returns to education and experience. I document the rise in grade repeating and show that 10% of the increase in ninth grade repeating can be attributed to changes in compulsory schooling laws (CSLs). I show that, because CSLs affect both grade repeating and educational attainment, CSL-based instrumental variables estimates of the returns to education are biased by up to 38%. Additionally, grade repeating causes endogenous measurement error in potential labor market experience. Solely through this measurement error, I show that the residual black-white wage gap is overstated by 10%, the wage returns to a GED relative to a high school diploma are understated by 15%, and the labor supply gap between GED recipients and high school graduates is overstated by 33%.

The effect of degree attainment on arrests: Evidence from a randomized social experiment

We examine the effect of educational attainment on criminal behavior using random assignment into Job Corps (JC)—the United States’ largest education and vocational training program for disadvantaged youth—as a source of exogenous variability in educational attainment. We allow such random assignment to violate the exclusion restriction when used as an instrument by employing nonparametric bounds. The attainment of a degree is estimated to reduce arrest rates by at most 11.8 percentage points (about 32.6%). We also find suggestive evidence that the effects may be larger for males relative to females, and larger for black males relative to white males. Remarkably, our 95% confidence intervals on the causal effect of education on arrests are very similar to those from studies exploiting changes in compulsory schooling laws as an instrumental variable (e.g., Lochner and Moretti, 2004), despite our use of a different source of exogenous variation, methodology, and sample.

The Effect of Degree Attainment on Arrests: Evidence from a Randomized Social Experiment

We examine the effect of educational attainment on criminal behavior using random assignment into Job Corps (JC) – the United States' largest education and vocational training program for disadvantaged youth – as a source of exogenous variability in educational attainment. We allow such random assignment to violate the exclusion restriction when used as an instrument by employing nonparametric bounds. The attainment of a degree is estimated to reduce arrest rates by at most 11.8 percentage points (about 32.6%).We also find suggestive evidence that the effects may be larger for males relative to females, and larger for black males relative to white males. Remarkably, our 95 percent confidence intervals on the causal effect of education on arrests are very similar to the corresponding confidence intervals on the same effect from studies exploiting changes in compulsory schooling laws as an instrumental variable in the estimation of the effect of education on arrest rates (e.g., Lochner and Moretti, 2004).

Changes in compulsory schooling and the causal effect of education on health: Evidence from Germany

In this paper we investigate the causal effect of years of schooling on health and health-related behavior in West Germany. We apply an instrumental variables approach using as natural experiments several changes in compulsory schooling laws between 1949 and 1969. These law changes generate exogenous variation in years of schooling both across states and over time. We find evidence for a strong and significant causal effect of years of schooling on long-term illness for men but not for women. Moreover, we provide somewhat weaker evidence of a causal effect of education on the likelihood of having weight problems for both sexes. On the other hand, we find little evidence for a causal effect of education on smoking behavior. Overall, our estimates suggest significant non-monetary returns to education with respect to health outcomes but not necessarily with respect to health-related behavior.

The effect of schooling on teenage childbearing: evidence using changes in compulsory education laws

A strong negative correlation is often found between schooling and teenage childbearing. The question at the center of this research is whether this correlation represents a causal relation. This paper uses changes in compulsory schooling laws in Great Britain and Northern Ireland to purge schooling estimates of biases resulting from individual-specific error components correlated with education. The results suggest that increased schooling does appear to reduce the incidence of teenage childbearing. Moreover, the results serve to highlight an important change in the impact of schooling on teenage childbearing following the legislation on contraception in the late 1960s.

Changes in Compulsory Schooling and the Causal Effect of Education on Health: Evidence from Germany

In this paper we investigate the causal effect of years of schooling on health and health-related behavior in West Germany. We apply an instrumental variables approach using as natural experiments several changes in compulsory schooling laws between 1949 and 1969. These law changes generate exogenous variation in years of schooling both across states and over time. We find evidence for a strong and significant causal effect of years of schooling on long-term illness for men but not for women. Moreover, we provide somewhat weaker evidence of a causal effect of education on the likelihood of having weight problems for both sexes. On the other hand, we find little evidence for a causal effect of education on smoking behavior. Overall, our estimates suggest significant non-monetary returns to education with respect to health outcomes and not necessarily with respect to health-related behavior.

Optimally combining censored and uncensored datasets

We develop a simple semiparametric framework for combining censored and uncensored samples so that the resulting estimators are consistent, asymptotically normal, and use all information optimally. No nonparametric smoothing is required to implement our estimators. To illustrate our results in an empirical setting, we show how to estimate the effect of changes in compulsory schooling laws on age at first marriage, a variable that is censored for younger individuals. Results from a small simulation experiment suggest that the estimator proposed in this paper can work very well in finite samples.

Does compulsory education lower mortality?

Recent studies have claimed to show a significant causal impact of education on health status. Their empirical strategy usually relied on changes in compulsory schooling laws. Using a French longitudinal dataset, we focus on the effect of school leaving age on mortality at later ages. The two identifying shocks are the Zay and Berthoin reforms, which respectively raised the minimum school leaving age to 14 and 16 years. We implement a non-parametric regression discontinuity design, comparing cohorts born immediately before or after the reforms, and a parametric two-stage approach using information from a larger part of our sample. None of these approaches reveals a significant causality of education on health. Despite the fact that these reforms increased education levels, and that subsequent declines in mortality are observed, none of these declines appears to be significant. We conclude with a discussion on possible limitations of these two reforms as identifying devices.

Staying in the Classroom and Out of the Maternity Ward? The Effect of Compulsory Schooling Laws on Teenage Births

This article investigates whether increasing mandatory educational attainment through compulsory schooling legislation encourages women to delay childbearing. We use variation induced by changes in compulsory schooling laws in both the US and Norway to estimate the effect in two very different institutional environments. We find evidence that increased compulsory schooling does in fact reduce the incidence of teenage childbearing in both the US and Norway, and these estimates are quite robust to various specification checks. These results suggest that legislation aimed at improving educational outcomes may have spillover effects onto the fertility decisions of teenagers. Research suggests that teenage childbearing adversely affects women’s economic outcomes such as the level of completed schooling, labour market participation and wages. 1 Given these deleterious consequences, it is important to understand what factors contribute to this decision. We know that low-educated women are more likely to have a teenage birth but does this imply that policies that increase educational attainment reduce early fertility? In particular, would increasing mandatory educational attainment (through compulsory schooling legislation) encourage women to delay childbearing? If compulsory schooling reduces harmful or risky behaviour, then these factors should be considered when evaluating the benefits of this type of legislation. This article provides evidence on the causal effects of changes in compulsory schooling laws on teenage childbearing using data from the US and Norway. Having data from these two countries provides an interesting contrast: one country is very supportive of teenagers who have children, with extensive financial support (Norway), while the other is much more punitive in its treatment (the US). Understanding the differences in responses to compulsory schooling laws can provide useful information, not only on the direct effect of schooling laws on teenage fertility but also the relative difference across different institutional environments. In the US, there has been extensive variation in compulsory schooling laws across states and over time. Changes in these laws have been used as instruments for education in other contexts by Acemoglu and Angrist (2001), Lochner and Moretti (2004) and Lleras-Muney (2005). There were many changes in minimum schooling requirements between the 1920s and the 1970s; we utilise changes over this entire time period

The causal effect of education on health: Evidence from the United Kingdom

Numerous economic studies have shown a strong positive correlation between health and years of schooling. The question at the centre of this research is whether the correlation between health and education represents a causal relation. This paper uses changes in compulsory schooling laws in the United Kingdom to test this hypothesis. Multiple measures of overall health are used. The results provide evidence of a causal relation running from more schooling to better health which is much larger than standard regression estimates suggest.

Does childhood schooling affect old age memory or mental status? Using state schooling laws as natural experiments

Background:The association between schooling and old age cognitive outcomes such as memory disorders is well documented but, because of the threat of reverse causation, controversy persists over whether education affects...

Estimating returns to education using different natural experiment techniques

How much do returns to education differ across different natural experiment methods? To test this, we estimate the rate of return to schooling in Australia using two different instruments for schooling: month of birth and changes in compulsory schooling laws. With annual pre-tax income as our measure of income, we find that the naïve ordinary least squares (OLS) returns to an additional year of schooling is 13%. The month of birth IV approach gives an 8% rate of return to schooling, while using changes in compulsory schooling laws as an IV produces a 12% rate of return. We then compare our results with a third natural experiment: studies of Australian twins that have been conducted by other researchers. While these studies have tended to estimate a lower return to education than ours, we believe that this is primarily due to the better measurement of income and schooling in our data set. Australian twins studies are consistent with our findings insofar as they find little evidence of ability bias in the OLS rate of return to schooling. Together, the estimates suggest that between one-tenth and two-fifths of the OLS return to schooling is due to ability bias. The rate of return to education in Australia, corrected for ability bias, is around 10%, which is similar to the rate in Britain, Canada, the Netherlands, Norway and the United States.