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on Education |
| By: | Cheesman, Rosa (University of Oslo); Borgen, Nicolai T. (University of Oslo); Sandsor, Astrid Marie Jorde (University of Oslo); Hufe, Paul (University of Bristol) |
| Abstract: | We investigate whether better schools can compensate for the effects of children’s genetic differences. To this end, we combine data from the Norwegian Mother, Father, and Child Cohort Study (MoBa) with Norwegian register data to estimate the interaction between genetic endowments and school quality. We use MoBa’s genetic data to compute polygenic indices for educational attainment (PGIEA). Importantly, MoBa includes information on the genetic endowments of father-mother-child trios, allowing us to identify causal genetic effects using within-family variation. We calculate school value-added measures from Norwegian register data, allowing us to causally estimate school quality effects. Leveraging the advantages of both data sources, we provide the first causally identified study of gene-environment interactions in the school context. We find evidence for substitutability of PGIEA and school quality in reading but not numeracy: a 1 SD increase of school quality decreases the impact of the PGIEA on reading test scores by 6%. The substitutability arises through gains of students at the lower end of the PGIEA distribution. This shows that investments in school quality may help students to overcome their draw in the genetic lottery. |
| Keywords: | polygenic index, gene-environment interaction, education, school value-added |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17899 |
| By: | Jordan S. Berne; Brian A. Jacob; Christina Weiland; Katharine O. Strunk |
| Abstract: | State laws that mandate in-grade retention for struggling readers are widespread in the U.S., covering 34% of public-school third graders in 2023-24. This study investigates the impacts of Michigan’s third-grade reading law on subsequent test scores and school progress outcomes for the 2020-21 and 2021-22 third-grade cohorts. Using a regression discontinuity (RD) design, we find that being flagged for retention raises students’ reading scores in the next school year by 0.045 standard deviations (SD)—a modest but meaningful impact. Because being flagged increases the likelihood of actually being retained by only 3.4 percentage points, the implied effect of retention itself under standard “fuzzy” RD assumptions would be an implausibly large 1.3 SD. This result suggests flagging may affect outcomes via mechanisms other than just retention, a violation of the exclusion restriction. Indeed, we estimate similar effects even in districts that retain no students. Survey evidence suggests flagged students receive more intensive reading support even if they are not retained. Our findings suggest retention may be a much less important component of literacy reforms than previously understood. Finally, given the similarity between Michigan’s reading law and those in other states, our findings raise concerns about potential bias in previously estimated retention effects. |
| JEL: | H1 H4 I2 I21 I24 I28 J01 |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:nbr:nberwo:33764 |
| By: | Umut Özek |
| Abstract: | This study examines the effects of remedial courses in high school on postsecondary outcomes using a regression discontinuity design and explores the mechanisms behind these effects. I find that being placed in the remedial schedule and taking an additional remedial course in high school reduces the likelihood of attaining a 2- or 4-year college degree by 20 percent. The findings also suggest that nearly half of this adverse effect is driven by the tracking effect of remediation, which significantly reduces students’ access to advanced courses in high school not only in the remediation subject but also in other core subjects. |
| Keywords: | remedial courses, college readiness, postsecondary outcomes, human capital |
| JEL: | I20 I24 |
| Date: | 2025 |
| URL: | https://d.repec.org/n?u=RePEc:ces:ceswps:_11908 |
| By: | Vikesh Amin (Central Michigan University); Jere R. Behrman (University of Pennsylvania); Jason M. Fletcher (University of Wisconsin-Madison, IZA, and NBER); Carlos A. Flores (California Polytechnic State University); Alfonso Flores-Lagunes (W.E. Upjohn Institute for Employment Research, IZA, and GLO); Iliana Kohler (University of Pennsylvania); Hans-Peter Kohler (University of Pennsylvania); Shana D. Stites (University of Pennsylvania) |
| Abstract: | Higher schooling attainment is associated with better cognitive function at older ages, but it remains unclear whether the relationship is causal. We estimate causal effects of schooling on performances on the Consortium to Establish a Registry for Alzheimer’s Disease (CERAD) word-recall (memory) test at older ages in China, Ghana, India, Mexico, Russia, and South Africa. We used harmonized data (n=30, 896) on older adults (=50 years) from the World Health Organization Study on Global Ageing and Adult Health. We applied an established nonparametric partialidentification approach that bounds causal effects of increasing schooling attainment at different parts of the schooling distributions under relatively weak assumptions. We find that an additional year of schooling, moving from none into primary school, increased word-recall scores by between 0.01–0.13 standard deviations (SDs) in China, 0.01–0.06SDs in Ghana, 0.02–0.09SDs in India, 0.02–0.12SDs in Mexico, and 0–0.07SDs in South Africa. No results were obtained for Russia at this margin due to the low proportion of older adults with primary schooling or lower. At higher parts of the schooling distributions (e.g., high-school or university completion) the bounds cannot statistically reject null effects. Our results indicate that increasing schooling from never attended to primary had long-lasting effects on memory decades later in life for older adults in five diverse low-and-middle-income countries. |
| Keywords: | schooling, cognitive function, CERAD, LMICs, nonparametric identification |
| JEL: | C14 I15 I25 |
| Date: | 2025–06 |
| URL: | https://d.repec.org/n?u=RePEc:upj:weupjo:25-418 |
| By: | Vikesh Amin (Central Michigan University); Jere R. Behrman (University of Pennsylvania); Jason M. Fletcher (University of Wisconsin-Madison, IZA, and NBER); Carlos A. Flores (California Polytechnic State University); Alfonso Flores-Lagunes (W.E. Upjohn Institute for Employment Research, IZA, and GLO); Hans-Peter Kohler (University of Pennsylvania) |
| Abstract: | We revisit much-investigated relationships between schooling and health, focusing on schooling impacts on cognitive abilities at older ages using the Harmonized Cognition Assessment Protocol in the Health & Retirement Study (HRS) and a bounding approach that requires relatively weak assumptions. Our estimated upper bounds on the population average effects indicate potentially large causal effects of increasing schooling from primary to secondary; yet, these upper bounds are smaller than many estimates from the literature on causal schooling impacts on cognition using compulsory-schooling laws. We also cannot rule out small and null effects at this margin. We do, however, find evidence for positive causal effects on cognition of increasing schooling from secondary to tertiary. We replicate findings from the HRS using older adults from the Midlife in United States Development Study Cognitive Project. We further explore possible mechanisms through which schooling may be working—such as health, SES, occupation and spousal schooling—finding suggestive evidence of effects through such mechanisms. |
| Keywords: | Schooling, Cognition, Bounds, Aging, Partial-Identification |
| JEL: | I10 I26 J14 |
| Date: | 2025–06 |
| URL: | https://d.repec.org/n?u=RePEc:upj:weupjo:25-417 |