Long Term And Intergenerational Effects Of Education

In 1973, the Indonesian government began one of the largest school construction programs ever. We use 2016 nationally representative data to examine the long-term and intergenerational effects of additional schooling as a child. We use a difference-in-differences identification strategy exploiting variation across birth cohorts and regions in the number of schools built. Men and women exposed to the program attain more education, although women's effects are concentrated in primary school. As adults, men exposed to the program are more likely to be formal workers, work outside agriculture, and migrate. Households with parents exposed to the program have improved living standards and pay more government taxes. Education benefits are transmitted to the next generation. Increased parental education has larger impacts for daughters, particularly if mothers are exposed to school construction. Intergenerational results are driven by changes in the marriage partner's characteristics, with spouses having more education and improved labor market outcomes.

This paper presents evidence of substantial causal effects of parental education on children's health behaviours and long-term health. We study intergenerational effects of a compulsory schooling increase in Germany after World War II, which was implemented across federal states at different points in time. Maternal schooling reduces children's smoking and overweight in adolescence. The effects persist into children's adulthood, reducing chronic conditions that often result from unhealthy lifestyles. We find no effects of paternal education. Children's peer environment early in life and increased investments in their education are possible effect channels. The intergenerational effects exceed the direct effects on health.

Abstract: To examine the impact of Rwanda's 1994 genocide on children's schooling, the authors combine two cross-sectional household surveys collected before and after the genocide. The identification strategy uses pre-war data to control for an age group's baseline schooling and exploits variation across provinces in the intensity of killings and which children's cohorts were school-aged when exposed to the war. The findings show a strong negative impact of the genocide on schooling, with exposed children completing one-half year less education representing an 18.3 percent decline. The effect is robust to including control variables, alternative sources for genocide intensity, and an instrumental variables strategy.

We analyze the long-run and intergenerational effects of a large-scale school building project (INPRES) that took place in Indonesia between 1974 and 1979. Specifically, we link the geographic rollout of INPRES to longitudinal data from the Indonesian Family Life Survey covering two generations. We find that individuals exposed to the program have better health later in life along multiple measures. We also find that the children of those exposed also experience improved health and educational outcomes and that these effects are generally stronger for maternal exposure than paternal exposure. We find some evidence that household resources, neighborhood quality, and assortative mating may explain a portion of our results. Our findings highlight the importance of considering the long-run and multigenerational benefits when evaluating the costs and benefits of social interventions in a middle-income country.

We study the long-run and multi-generational effects of a mass education program in Vietnam during the First Indochina War (1946-1954). Difference-in-difference estimations indicate that the children of mothers exposed to the education program had an average of 0.9 more years of education. We argue that the impact is via mother’s education. An additional year of maternal education increases children’s education by up to 0.65 years, a stronger effect than those found in the existing literature. Better household lifestyles and a stronger focus on education are possible transmission pathways.

In Intergenerational Approaches in Aging: Implications for Education, Policy, and Practice, leading practitioners and academics from a variety of disciplines come together to discuss theoretical issues, current practice, and future directions for this rapidly developing field. The authors address key topics such as defining the intergenerational field, the effects of the segregation of groups by age on social function and organization in our communities, and designing, implementing, and assessing programs that create cross-generational connections. Exploring ways to provide services to different age groups while tapping the strengths and skills of each age group, Intergenerational Approaches in Aging examines the application of intergenerational approaches to important social issues as well as specific challenges faced by practitioners. It makes suggestions for integrating intergenerational studies into the higher education system and for challenging segregated services and funding programs. As the book shows, promoting cooperation between diverse segments of society also depends on: making intergenerational programming a permanent feature of public schools understanding and meeting the social, mental health, and medical needs of grandparents who are raising their grandchildren using observational research to study and evaluate intergenerational program effectiveness and the relationships among the people involved viewing differences among people as assets developing intergenerational program models providing children with a 'life-cycle’view of the world Intergenerational Approaches in Aging offers the personnel of state and local agencies on aging, nursing homes, senior centers, and geriatric homes practical advice, innovative ideas, and supportive materials for developing and implementing intergenerational activities and programs that can benefit all parties involved. Academics and school administrators will also benefit from this book as they learn concrete methods for integrating aging education into already existing curricula and building new conceptual frames of reference for a wide variety of social issues and historical topics.

The negative long-term effects of World War II on those directly exposed to it are well documented, but there is no evidence whether these effects extended to subsequent generations. Our paper aims to fill this gap by analyzing the intergenerational effects of World War II in terms of educational attainments. We focus on parent-children dyads in which parents were born between 1926 and 1949, and show two things. First, parents who suffered the war, that is, were exposed to major war events or personally experienced war-related hardship, ended up with less schooling than parents with similar characteristics who did not. Second, the children of parents who suffered the war have lower educational attainments than the children of parents with similar characteristics who did not suffer the war. Our reduced form results allow us to derive instrumental variables estimates of the coefficient of intergeneration transmission of education, which show that the effect of parental education is stronger for mothers than for fathers. They also show that the mother's education matters more for daughters than for sons.

The over-arching theme of this thesis is the effects of parental background on children and the effectiveness of policies designed to improve the academic outcomes of socioeconomically disadvantaged students. The first chapter of this thesis explores the causal link between the education of one generation and that of their children by using IV to account for the endogeneity of parental education and paternal earnings. The second chapter evaluates the effectiveness of an intervention designed to improve the academic success at university of students from socio-economically disadvantaged families. The third and final chapter examines the potential issues in expanding a programme targeted at financially poorer students beyond its initial pilot phase. Chapter One addresses the intergenerational transmission of education and investigates the extent to which early school leaving (at age 16) may be due to variations in parental background. An important contribution of the chapter is to distinguish between the causal effects of parental income and parental education levels. Least squares estimation reveals conventional results - weak effects of income (when the child is 16), stronger effects of maternal education than paternal, and stronger effects on sons than daughters. We find that the education effects remain significant even when household income is included. However, when we use instrumental variable methods to simultaneously account for the endogeneity of parental education and paternal income, only maternal education remains significant (for daughters only) and becomes stronger. These estimates are consistent to various set of instruments. The impact of paternal income varies between specifications but becomes insignificant in our preferred specification. Our results provide limited evidence that policies alleviating income constraints at age 16 can alter schooling decisions but that policies increasing permanent income would lead to increased participation (especially for daughters). Chapter Two is an evaluation of a comprehensive university access programme that provides financial, academic and social support to low socioeconomic students using a natural experiment which exploits the time variation in the expansion of the programme across high schools. Overall, we identity positive treatment effects on retention rates, exam performance and graduation rates, with the impact often stronger for higher ability students. Gender differences are also identified. We find similar results for access students entering through the standard admissions system and those entering with lower grades. This suggests that access programmes can be effective at improving academic outcomes for socioeconomically disadvantaged students. In Chapter Three, we compare the effects of the pilot implementation and the subsequent national roll-out of a large programme, the Educational Maintenance Allowance, in the UK which provides financial transfers to youth who remain in post-compulsory education. While piloting policies is becoming standard in policy evaluation, little is known of their external validity. Using a difference-in-difference-in-differences methodology and several cohorts of the Youth Cohort Study for England and Wales, we estimate the effect of the Education Maintenance Allowance on post-compulsory school participation both in the piloting stage and in its national implementation. We find that the pilot scheme and the national extension had an effect on post-16 schooling but that the evidence in support of the national extension is weaker.

This paper discusses the relationship between education and crime from an economic perspective, developing a human capital-based model that sheds light on key ways in which early childhood programs and policies that encourage schooling may affect both juvenile and adult crime. The paper first discusses evidence on the effects of educational attainment, school quality, and school enrollment on crime. Next, the paper discusses evidence on the crime reduction effects of preschool programs like Perry Preschool and Head Start, school-age programs that emphasize social and emotional development, and job training programs for low-skill adolescents and young adults. Finally, the paper concludes with a broad discussion of education policy and its potential role as a crime-fighting strategy.