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on Education |
| By: | Mustafa Özer; Jan Fidrmuc |
| Abstract: | Mental health is essential for well-being and quality of life. Yet, our knowledge of the determinants of mental health is limited. We analyze the impact of education on mental health using survey data on self-reported health of Turkish women. To deal with the potential endogeneity, we rely on a natural experiment: an increase in the compulsory education from 5 to 8 years in 1997. The results suggest that education has a favorable effect on mental health, physical health, and being target of abusive behavior. We specifically consider intra-family spillovers, which are important: husband’s education has favorable effects on the wife’s mental health, and both parents’ educational attainments improve mental health of children. We account for the implications of assortative mating whereby the spouses’ educational attainment are correlated. We show that each spouse’s education has a favorable impact on women’s mental health, but the effect of husbands’ education dominates that of wives’ education. These effects are particularly pronounced among women who grew up in low-income provinces and in families without history of childhood abuse. |
| Keywords: | health, mental health, education, instrumental variable, natural experiment |
| JEL: | H51 H52 I12 I26 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11213 |
| By: | Soon, Jan-Jan; Lim, Hock-Eam |
| Abstract: | Does schooling pay off? - a seemingly straightforward question, but it is in fact a puzzle among economists. Answers would differ based on how the returns to schooling are estimated. Among the top concerns is whether such estimations have any causal connotation between the amount of schooling and its returns or earnings. The endogeneity issue arises due to ability bias, where ability is typically related with years of schooling. The impact of schooling would be confounded by ability, hence the difficulty in isolating schooling's causal impact on earnings. To address the concern, we conduct a meta-analysis of 74 empirical studies from which we retrieve returns to schooling coefficients estimated using both the causal instrumental variable and non-causal naïve estimation approaches. Key findings from our meta-analysis suggest an overall impact of 0.898, meaning an additional year of schooling is associated with a 8.98% increase in earnings, on average. We also find that over the years, returns to schooling exhibit an upward trend in general. Probing deeper, our analyses provide statistical evidence that education-related policy factors are driving the results more than family background factors. |
| Keywords: | Returns to schooling, meta-analysis, family background, education-related policy |
| JEL: | C50 I26 I28 |
| Date: | 2024 |
| URL: | https://d.repec.org/n?u=RePEc:zbw:glodps:1471 |
| By: | David Haugh; Axel Purwin; Paulo Santiago |
| Abstract: | The education policy framework and New Zealand’s autonomous school system have many strengths and centres of excellence. New Zealand has a deep pool of highly talented and motivated teaching professionals, but the system is performing below potential. Student achievement is declining and equity is not improving, and outcomes are too variable even in the same school. Many of the support elements are lacking, including a sufficiently detailed curriculum, efficient assessment tools, specialist subject teaching practice and curriculum implementation advice, and initial teacher education tailored to the unique demands the system imposes. The Ministry of Education’s operational capacity was pared back too far. Many improvements can be made without increasing total spending. The Ministry should continue to develop its operational support capacities. The government should better spread best practices, and continue efforts to provide a detailed curriculum, an assessment system and education of teachers and training for boards and principals better informed by data, evaluations, education research and the expertise of the system’s experienced actors. |
| Keywords: | early childhood, education, New Zealand, primary, secondary |
| JEL: | I20 I21 I22 I24 I26 I28 I29 H52 |
| Date: | 2024–08–09 |
| URL: | https://d.repec.org/n?u=RePEc:oec:ecoaaa:1816-en |
| By: | Patrick Bennett; Jessica Botros |
| Abstract: | How do economic shocks at the time of labor market entry interact with the intergenerational persistence of disadvantage? While the importance of family background for future labor market success outweighs the impact of increased unemployment, negative economic shocks disproportionately harm those from disadvantaged backgrounds. As a result, a one standard deviation increase in unemployment causes a 11–15% decrease in intergenerational mobility. Mobility decreases as higher unemployment widens the pre-existing gap in college education by socioeconomic status, and we show that differences in human capital are a key factor which explain rates of both relative and absolute mobility. |
| Keywords: | intergenerational mobility, education, unemployment |
| JEL: | J62 I20 J60 |
| Date: | 2024–07 |
| URL: | https://d.repec.org/n?u=RePEc:liv:livedp:202410 |