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Fabrizio Mazzonna - One of the best experts on this subject based on the ideXlab platform.
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the effect of education on old age cognitive abilities evidence from a regression discontinuity design
The Economic Journal, 2012Co-Authors: James Banks, Fabrizio MazzonnaAbstract:We exploit the change to the minimum School-Leaving age in the United Kingdom from 14 to 15 using a regression discontinuity design to evaluate the causal effect of one more year of education on cognitive abilities at older ages. We find a large and significant effect of this reform on males’ memory and executive functioning measured using simple cognitive tests from the English Longitudinal Survey on Ageing (ELSA). This result is particularly remarkable since the 1947 reform had a powerful and immediate effect on about half the population of 14-yearolds. We investigate and discuss the potential channels by which this reform may have had its effects, as well as carrying out a full set of sensitivity analyses and robustness checks.
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the effect of education on old age cognitive abilities evidence from a regression discontinuity design
The Economic Journal, 2012Co-Authors: James Banks, Fabrizio MazzonnaAbstract:In this paper we exploit the 1947 change to the minimum School-Leaving age in England from 14 to 15, to evaluate the causal effect of a year of education on cognitive abilities at older ages. We use a regression discontinuity design analysis and find a large and significant effect of the reform on males' memory and executive functioning at older ages, using simple cognitive tests from the English Longitudinal Survey on Ageing (ELSA) as our outcome measures. This result is particularly remarkable since the reform had a powerful and immediate effect on about half the population of 14-year-olds. We investigate and discuss the potential channels by which this reform may have had its effects, as well as carrying out a full set of sensitivity analyses and robustness checks.
James Banks - One of the best experts on this subject based on the ideXlab platform.
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the effect of education on old age cognitive abilities evidence from a regression discontinuity design
The Economic Journal, 2012Co-Authors: James Banks, Fabrizio MazzonnaAbstract:We exploit the change to the minimum School-Leaving age in the United Kingdom from 14 to 15 using a regression discontinuity design to evaluate the causal effect of one more year of education on cognitive abilities at older ages. We find a large and significant effect of this reform on males’ memory and executive functioning measured using simple cognitive tests from the English Longitudinal Survey on Ageing (ELSA). This result is particularly remarkable since the 1947 reform had a powerful and immediate effect on about half the population of 14-yearolds. We investigate and discuss the potential channels by which this reform may have had its effects, as well as carrying out a full set of sensitivity analyses and robustness checks.
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the effect of education on old age cognitive abilities evidence from a regression discontinuity design
The Economic Journal, 2012Co-Authors: James Banks, Fabrizio MazzonnaAbstract:In this paper we exploit the 1947 change to the minimum School-Leaving age in England from 14 to 15, to evaluate the causal effect of a year of education on cognitive abilities at older ages. We use a regression discontinuity design analysis and find a large and significant effect of the reform on males' memory and executive functioning at older ages, using simple cognitive tests from the English Longitudinal Survey on Ageing (ELSA) as our outcome measures. This result is particularly remarkable since the reform had a powerful and immediate effect on about half the population of 14-year-olds. We investigate and discuss the potential channels by which this reform may have had its effects, as well as carrying out a full set of sensitivity analyses and robustness checks.
Philip Oreopoulos - One of the best experts on this subject based on the ideXlab platform.
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estimating average and local average treatment effects of education when compulsory Schooling laws really matter
The American Economic Review, 2006Co-Authors: Philip OreopoulosAbstract:The change to the minimum School-Leaving age in the United Kingdom from 14 to 15 had a powerful and immediate effect that redirected almost half the population of 14-year-olds in the mid-twentieth century to stay in School for one more year. The magnitude of this impact provides a rare opportunity to (a) estimate local average treatment effects (LATE) of high School that come close to population average treatment effects (ATE); and (b) estimate returns to education using a regression discontinuity design instead of previous estimates that rely on difference-in-differences methodology or relatively weak instruments. Comparing LATE estimates for the United States and Canada, where very few students were affected by compulsory School laws, to the United Kingdom estimates provides a test as to whether instrumental variables (IV) returns to Schooling often exceed ordinary least squares (OLS) because gains are high only for small and peculiar groups among the more general population. I find, instead, that the benefits from compulsory Schooling are very large whether these laws have an impact on a majority or minority of those exposed.
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Do Dropouts Drop Out Too Soon? International Evidence From Changes in School-Leaving Laws,” NBER Working Paper 10155. 32 Oosterbeek, Hessel and Dinand Webbing (2004) “Wage e¤ects of an Extra Year of Lower Vocational Education: Evidence from a Simulta
2003Co-Authors: Philip Oreopoulos, Michael Baker, Gregory Besharov, David Card, Liz Cascio, Stacey Chen, Botond Koszegi, John Quigley, Emmanuel Saez, Aloisious SiowAbstract:Abstract: This paper studies high School dropout behavior by estimating the long-run consequences to Leaving School early. I measure these consequences using changes in minimum School Leaving ages – often introduced to prevent dropping out – and compare results across the United States, Canada, and the United Kingdom. Students compelled to stay in School experience substantial gains to lifetime wealth, health, and other labor market activities for all three countries, and these results hold up against a wide array of specification checks. I estimate dropping out one year later increases present value income by more than 10 times forgone earnings and more than 2 times the maximum lifetime annual wage. The one-year cost to attending high School would have to be extremely large to offset these gains under a model that views education as an investment. Other, sub-optimal, explanations for why dropouts forgo these benefits are considered
Gunter Walden - One of the best experts on this subject based on the ideXlab platform.
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transitions into vocational education and training by lower and intermediate secondary School leavers can male adolescents compensate for their School based educational disadvantage in comparison with female adolescents
Empirical Research in Vocational Education and Training, 2016Co-Authors: Ursula Beicht, Gunter WaldenAbstract:This paper examines the transitions made by lower secondary School leavers and intermediate secondary School leavers into vocational education and training in Germany. With the basis that boys have long been underperforming girls in School, the paper investigates the question of whether male adolescents continue to be similarly disadvantaged when transitioning into vocational education and training. A distinction must be drawn between the more male-orientated dual system of vocational education and training, which represents the most significant sector in terms of size, and the more female-orientated School-based occupational system, which is much less significant in terms of size. The Transition Study 2011 by the Federal Institute for Vocational Education and Training (BIBB), a representative survey of young adults living in Germany who were born between 1987 and 1993, forms the data basis. Through 5333 interviews, the survey recorded the entire education, training and occupational biography of young adults. We calculate multinomial logistic regression models and perform Cox regressions. The analyses reveal that male adolescents have better opportunities when entering company-based or dual education and training, while female adolescents enjoy advantages when entering School-based vocational education and training. When considering the wider picture—i.e., overall placement into vocational training that leads to full vocational qualification—male adolescents are not identified as more disadvantaged than female adolescents in terms of opportunities. However, while there is little difference in the placement opportunities between male and female adolescents with an intermediate School-Leaving qualification, female adolescents with a maximum of a lower secondary School-Leaving certificate face significantly worse prospects than comparable male adolescents. Female adolescents Leaving School with no more than a lower secondary School-Leaving certificate can be regarded as the “losers” when transitioning into vocational education and training. It is our view that the disadvantage this group faces indicates a clear need for action in vocational education and training policy. Changes would appear to be appropriate in both dual and School-based education and training.
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how socially selective is the german system of initial vocational education and training transitions into initial vocational training and the influence of social background
Journal of Vocational Education & Training, 2015Co-Authors: Ursula Beicht, Gunter WaldenAbstract:In Germany, social background has a strong influence on School performance in the general educational system. Children from lower social classes have fewer opportunities to gain higher School Leaving certificates. In this paper, we ask the question if social selectivity is also present in the German system of vocational education and training. Based on the data-set of the German Transition Study of the Federal Institute of Vocational Education and Training, we analyse the transition from School to vocational education and training, including also the transition to higher education. We show that the successful placement in full vocational qualification programmes leading to a recognised occupation depends strongly on the general School-Leaving certificate. As regards the direct influence of social background, there is some evidence for fewer chances for young people from lower social classes but only for non-holders of a higher education entrance qualification (HEEQ). Young people from lower social classes...
Dinand Webbink - One of the best experts on this subject based on the ideXlab platform.
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wage effects of an extra year of basic vocational education
Economics of Education Review, 2007Co-Authors: Hessel Oosterbeek, Dinand WebbinkAbstract:Until 1975 around half of all graduates from Dutch basic vocational Schools finished a 3-years program, the other half finished a 4-years program. In 1975 all 3-years programs were extended to four years. This was accompanied by an increase of the compulsory School Leaving age with one year. We evaluate the long-term wage effects of this extra year of basic vocational education using a difference-in-differences approach. The control group consists of graduates from basic vocational programs that did not change in length. We find no beneficial effect from the change. This result suggests that the target group of this policy gains equally from an extra year in vocational School as from an extra year of work experience.
