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Kjell G. Salvanes - One of the best experts on this subject based on the ideXlab platform.
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chapter 3 education and Family Background mechanisms and policies
Handbook of the Economics of Education, 2011Co-Authors: Anders Bjorklund, Kjell G. SalvanesAbstract:In every society for which we have data, people's educational achievement is positively correlated with their parents' education or with other indicators of their parents' socio-economic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, the major research issues are: How important a determinant of educational attainment is Family Background, and is Family Background—in the broad sense that incorporates factors not chosen by the individual—a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: What types of parental resources or inputs are important for children's development, why are they important, and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children's social and cognitive development, are conducive to children's performance and adult outcomes. The policy interest in this research is whether policies that change parents' resources and restrictions have causal effects on their children.
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Chapter 3 – Education and Family Background: Mechanisms and Policies
Handbook of the Economics of Education, 2011Co-Authors: Anders Bjorklund, Kjell G. SalvanesAbstract:In every society for which we have data, people's educational achievement is positively correlated with their parents' education or with other indicators of their parents' socio-economic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, the major research issues are: How important a determinant of educational attainment is Family Background, and is Family Background—in the broad sense that incorporates factors not chosen by the individual—a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: What types of parental resources or inputs are important for children's development, why are they important, and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children's social and cognitive development, are conducive to children's performance and adult outcomes. The policy interest in this research is whether policies that change parents' resources and restrictions have causal effects on their children.
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Education and Family Background: Mechanisms and Policies *
2010Co-Authors: Anders Bjorklund, Kjell G. SalvanesAbstract:In every society for which we have data, people’s educational achievement is positively correlated with their parents’ education or with other indicators of their parents’ socioeconomic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, major the research issues are: How important a determinant of educational attainment is Family Background, and is Family Background – in the broad sense that incorporates factors not chosen by the individual – a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: what types of parental resources or inputs are important for children’s development, why are they important and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children’s social and cognitive development, are conducive to children’s performance and adult outcomes. The policy interest in this research is whether policies that change parents’ resources and restrictions have causal effects on their children.
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Education and Family Background: Mechanisms and Policies
SSRN Electronic Journal, 2010Co-Authors: Kjell G. Salvanes, Anders BjorklundAbstract:In every society for which we have data, people’s educational achievement is positively correlated with their parents’ education or with other indicators of their parents’ socioeconomic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, major the research issues are: How important a determinant of educational attainment is Family Background, and is Family Background—in the broad sense that incorporates factors not chosen by the individual—a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: what types of parental resources or inputs are important for children’s development, why are they important and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children’s social and cognitive development, are conducive to children’s performance and adult outcomes. The policy interest in this research is whether policies that change parents’ resources and restrictions have causal effects on their children
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Educational Attainment and Family Background
German Economic Review, 2005Co-Authors: Arild Aakvik, Kjell G. Salvanes, Kjell VaageAbstract:This paper analyses the effect of aspects of Family Background, such as Family income and parental education, on the educational attainment of persons born from 1967 to 1972. Family income is measured at different periods of a child’s life to separate longterm versus short-term effects of Family income on educational choices. We find that permanent income matters to a certain degree, and that Family income when the child is 0-6 years old is an important explanatory variable for educational attainment later in a child’s life. We find that short-term credit constraints have only a small effect on educational attainment. Long term factors, such as permanent Family income and parental education are much more important for educational attainment than are shortterm credit constraints. Public interventions to alleviate the effects of Family Background should thus also be targeted at a child's early years, the shaping period for the cognitive and non-cognitive skills important later in life.
Daniele Checchi - One of the best experts on this subject based on the ideXlab platform.
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School quality and Family Background in Italy
Economics of Education Review, 2005Co-Authors: Giorgio Brunello, Daniele ChecchiAbstract:Abstract We study whether the combined significant reduction in the pupil–teacher ratio and increase in parental education observed in Italy between the end of the second World War and the end of the 1980s have had a significant impact on the educational attainment and the labor market returns of a representative sample of Italians born between 1941 and 1970. We find that the lower pupil–teacher ratio is positively correlated with higher educational attainment, but that the overall improvement of parental education has had an even stronger impact on attainment. We also find that the positive impact of better school quality on educational attainment and returns to education has been particularly significant for the individuals born in regions and cohorts with poorer Family Background. Parental education has had asymmetric effects, positive on attainment and negative on school returns. Better school quality has also had asymmetric effects on the returns to education, positive for individuals with poor Family Background and negative for individuals born in regions and cohorts with relatively high parental education. Our evidence suggests that better school quality, measured by a lower pupil–teacher ratio, is a technical substitute to parental education in the production of individual human capital. When school quality and Family Background are substitutes, an increase of public resources invested in education can be used to reduce the differences induced by parental education.
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School Quality and Family Background in Italy
SSRN Electronic Journal, 2003Co-Authors: Giorgio Brunello, Daniele ChecchiAbstract:We study whether the combined significant reduction in the pupil-teacher ratio and increase in parental education observed in Italy between the end of World War II and the end of the 1980s have had a significant impact on the educational attainment and the labor market returns of a representative sample of Italians born between 1941 and 1970. We find that the lower pupil-teacher ratio is positively correlated with higher educational attainment, but that the overall improvement of parental education has had an even stronger impact on attainment. We also find that the positive impact of better school quality on educational attainment and returns to education has been particularly significant for the individuals born in regions and cohorts with poorer Family Background. Parental education has had asymmetric effects, positive on attainment and negative on school returns. Better school quality has also had asymmetric effects on the returns to education, positive for individuals with poor Family Background and negative for individuals born in regions and cohorts with relatively high parental education. Our evidence suggests that better school quality, measured by a lower pupil-teacher ratio, is a technical substitute to parental education in the production of individual human capital. When school quality and Family Background are substitutes, an increase of public resources invested in education can be used to reduce the differences induced by parental education.
Anders Bjorklund - One of the best experts on this subject based on the ideXlab platform.
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chapter 3 education and Family Background mechanisms and policies
Handbook of the Economics of Education, 2011Co-Authors: Anders Bjorklund, Kjell G. SalvanesAbstract:In every society for which we have data, people's educational achievement is positively correlated with their parents' education or with other indicators of their parents' socio-economic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, the major research issues are: How important a determinant of educational attainment is Family Background, and is Family Background—in the broad sense that incorporates factors not chosen by the individual—a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: What types of parental resources or inputs are important for children's development, why are they important, and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children's social and cognitive development, are conducive to children's performance and adult outcomes. The policy interest in this research is whether policies that change parents' resources and restrictions have causal effects on their children.
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Chapter 3 – Education and Family Background: Mechanisms and Policies
Handbook of the Economics of Education, 2011Co-Authors: Anders Bjorklund, Kjell G. SalvanesAbstract:In every society for which we have data, people's educational achievement is positively correlated with their parents' education or with other indicators of their parents' socio-economic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, the major research issues are: How important a determinant of educational attainment is Family Background, and is Family Background—in the broad sense that incorporates factors not chosen by the individual—a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: What types of parental resources or inputs are important for children's development, why are they important, and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children's social and cognitive development, are conducive to children's performance and adult outcomes. The policy interest in this research is whether policies that change parents' resources and restrictions have causal effects on their children.
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Education and Family Background: Mechanisms and Policies *
2010Co-Authors: Anders Bjorklund, Kjell G. SalvanesAbstract:In every society for which we have data, people’s educational achievement is positively correlated with their parents’ education or with other indicators of their parents’ socioeconomic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, major the research issues are: How important a determinant of educational attainment is Family Background, and is Family Background – in the broad sense that incorporates factors not chosen by the individual – a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: what types of parental resources or inputs are important for children’s development, why are they important and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children’s social and cognitive development, are conducive to children’s performance and adult outcomes. The policy interest in this research is whether policies that change parents’ resources and restrictions have causal effects on their children.
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Education and Family Background: Mechanisms and Policies
SSRN Electronic Journal, 2010Co-Authors: Kjell G. Salvanes, Anders BjorklundAbstract:In every society for which we have data, people’s educational achievement is positively correlated with their parents’ education or with other indicators of their parents’ socioeconomic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and Family Background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, major the research issues are: How important a determinant of educational attainment is Family Background, and is Family Background—in the broad sense that incorporates factors not chosen by the individual—a major, or only a minor, determinant of educational attainment? What are the mechanisms that make Family Background important? Have specific policy reforms been successful in reducing the impact of Family Background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: what types of parental resources or inputs are important for children’s development, why are they important and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children’s social and cognitive development, are conducive to children’s performance and adult outcomes. The policy interest in this research is whether policies that change parents’ resources and restrictions have causal effects on their children
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IQ and Family Background: Are Associations Strong or Weak?
2009Co-Authors: Anders Bjorklund, Karin Hederos Eriksson, Markus JänttiAbstract:For the purpose of understanding the underlying mechanisms behind intergenerational associations in income and education, recent studies have explored the intergenerational transmission of abilities. We use a large representative sample of Swedish men to examine both intergenerational and sibling correlations in IQ. Since siblings share both parental factors and neighbourhood influences, the sibling correlation is a broader measure of the importance of Family Background than the intergenerational correlation. We use IQ data from the Swedish military enlistment tests. The correlation in IQ between fathers (born 1951-1956) and sons (born 1966-1980) is estimated to 0.347. The corresponding estimate for brothers (born 1951-1968) is 0.473, suggesting that Family Background explains approximately 50% of a person's IQ. Estimating sibling correlations in IQ we thus find that Family Background has a substantially larger impact on IQ than has been indicated by previous studies examining only intergenerational correlations in IQ.
Giorgio Brunello - One of the best experts on this subject based on the ideXlab platform.
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School quality and Family Background in Italy
Economics of Education Review, 2005Co-Authors: Giorgio Brunello, Daniele ChecchiAbstract:Abstract We study whether the combined significant reduction in the pupil–teacher ratio and increase in parental education observed in Italy between the end of the second World War and the end of the 1980s have had a significant impact on the educational attainment and the labor market returns of a representative sample of Italians born between 1941 and 1970. We find that the lower pupil–teacher ratio is positively correlated with higher educational attainment, but that the overall improvement of parental education has had an even stronger impact on attainment. We also find that the positive impact of better school quality on educational attainment and returns to education has been particularly significant for the individuals born in regions and cohorts with poorer Family Background. Parental education has had asymmetric effects, positive on attainment and negative on school returns. Better school quality has also had asymmetric effects on the returns to education, positive for individuals with poor Family Background and negative for individuals born in regions and cohorts with relatively high parental education. Our evidence suggests that better school quality, measured by a lower pupil–teacher ratio, is a technical substitute to parental education in the production of individual human capital. When school quality and Family Background are substitutes, an increase of public resources invested in education can be used to reduce the differences induced by parental education.
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School Quality and Family Background in Italy
SSRN Electronic Journal, 2003Co-Authors: Giorgio Brunello, Daniele ChecchiAbstract:We study whether the combined significant reduction in the pupil-teacher ratio and increase in parental education observed in Italy between the end of World War II and the end of the 1980s have had a significant impact on the educational attainment and the labor market returns of a representative sample of Italians born between 1941 and 1970. We find that the lower pupil-teacher ratio is positively correlated with higher educational attainment, but that the overall improvement of parental education has had an even stronger impact on attainment. We also find that the positive impact of better school quality on educational attainment and returns to education has been particularly significant for the individuals born in regions and cohorts with poorer Family Background. Parental education has had asymmetric effects, positive on attainment and negative on school returns. Better school quality has also had asymmetric effects on the returns to education, positive for individuals with poor Family Background and negative for individuals born in regions and cohorts with relatively high parental education. Our evidence suggests that better school quality, measured by a lower pupil-teacher ratio, is a technical substitute to parental education in the production of individual human capital. When school quality and Family Background are substitutes, an increase of public resources invested in education can be used to reduce the differences induced by parental education.
William Magee - One of the best experts on this subject based on the ideXlab platform.
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Effects of Family Background on social autonomy at midlife
Social Science Research, 2006Co-Authors: William MageeAbstract:Abstract Social autonomy is the tendency to assert one’s opinion in the face of opposition. This paper investigates the social roots of that tendency by focusing on the long-term effects of childhood Family Background on midlife social autonomy. The effects of two aspects of Family Background are investigated—socioeconomic Background and childhood household composition. Family Background variables in these categories have small yet theoretically and statistically significant effects on midlife social autonomy. Parental education and occupation are associated with midlife social autonomy among both men and women. Early-life household composition variables and parental income are associated with social autonomy only among women. Adult status variables generally do not mediate the effects of of the Family Background variables on midlife social autonomy. This suggests that the long-term effects of Family Background on social autonomy are primarily due to early life socialization. Gender-specific socialization processes are discussed as explanations for these effects.
