Early, late or never? When does parental education impact child outcomes?

Matt Dickson, Paul Gregg, Harriet Robinson

Research output: Contribution to journalArticle

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Abstract

We estimate the causal effect of parents' education on their children's education and examine the timing of the impact. We identify the causal effect by exploiting the exogenous shift in (parents') education levels induced by the 1972 minimum school leaving age reform in England. Increasing parental education has a positive causal effect on children's outcomes that is evident in pre-school assessments at age 4 and continues to be visible up to and including high-stakes exams taken at age 16. Children of parents affected by the reform attain results around 0.1 standard deviations higher than those whose parents were not impacted.
LanguageEnglish
PagesF184–F231
JournalThe Economic Journal
Volume126
DOIs
StatusPublished - Oct 2016

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Education
Causal effect
Parental education
England
Standard deviation

Keywords

  • intergenerational social mobility
  • schooling
  • child development

Cite this

Early, late or never? When does parental education impact child outcomes? / Dickson, Matt; Gregg, Paul; Robinson, Harriet.

In: The Economic Journal, Vol. 126, 10.2016, p. F184–F231 .

Research output: Contribution to journalArticle

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