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Author: Vincent A. O'Sullivan Publisher: ISBN: Category : Languages : en Pages :
Book Description
The over-arching theme of this thesis is the effects of parental background on children and the effectiveness of policies designed to improve the academic outcomes of socioeconomically disadvantaged students. The first chapter of this thesis explores the causal link between the education of one generation and that of their children by using IV to account for the endogeneity of parental education and paternal earnings. The second chapter evaluates the effectiveness of an intervention designed to improve the academic success at university of students from socio-economically disadvantaged families. The third and final chapter examines the potential issues in expanding a programme targeted at financially poorer students beyond its initial pilot phase. Chapter One addresses the intergenerational transmission of education and investigates the extent to which early school leaving (at age 16) may be due to variations in parental background. An important contribution of the chapter is to distinguish between the causal effects of parental income and parental education levels. Least squares estimation reveals conventional results - weak effects of income (when the child is 16), stronger effects of maternal education than paternal, and stronger effects on sons than daughters. We find that the education effects remain significant even when household income is included. However, when we use instrumental variable methods to simultaneously account for the endogeneity of parental education and paternal income, only maternal education remains significant (for daughters only) and becomes stronger. These estimates are consistent to various set of instruments. The impact of paternal income varies between specifications but becomes insignificant in our preferred specification. Our results provide limited evidence that policies alleviating income constraints at age 16 can alter schooling decisions but that policies increasing permanent income would lead to increased participation (especially for daughters). Chapter Two is an evaluation of a comprehensive university access programme that provides financial, academic and social support to low socioeconomic students using a natural experiment which exploits the time variation in the expansion of the programme across high schools. Overall, we identity positive treatment effects on retention rates, exam performance and graduation rates, with the impact often stronger for higher ability students. Gender differences are also identified. We find similar results for access students entering through the standard admissions system and those entering with lower grades. This suggests that access programmes can be effective at improving academic outcomes for socioeconomically disadvantaged students. In Chapter Three, we compare the effects of the pilot implementation and the subsequent national roll-out of a large programme, the Educational Maintenance Allowance, in the UK which provides financial transfers to youth who remain in post-compulsory education. While piloting policies is becoming standard in policy evaluation, little is known of their external validity. Using a difference-in-difference-in-differences methodology and several cohorts of the Youth Cohort Study for England and Wales, we estimate the effect of the Education Maintenance Allowance on post-compulsory school participation both in the piloting stage and in its national implementation. We find that the pilot scheme and the national extension had an effect on post-16 schooling but that the evidence in support of the national extension is weaker.
Author: Vincent A. O'Sullivan Publisher: ISBN: Category : Languages : en Pages :
Book Description
The over-arching theme of this thesis is the effects of parental background on children and the effectiveness of policies designed to improve the academic outcomes of socioeconomically disadvantaged students. The first chapter of this thesis explores the causal link between the education of one generation and that of their children by using IV to account for the endogeneity of parental education and paternal earnings. The second chapter evaluates the effectiveness of an intervention designed to improve the academic success at university of students from socio-economically disadvantaged families. The third and final chapter examines the potential issues in expanding a programme targeted at financially poorer students beyond its initial pilot phase. Chapter One addresses the intergenerational transmission of education and investigates the extent to which early school leaving (at age 16) may be due to variations in parental background. An important contribution of the chapter is to distinguish between the causal effects of parental income and parental education levels. Least squares estimation reveals conventional results - weak effects of income (when the child is 16), stronger effects of maternal education than paternal, and stronger effects on sons than daughters. We find that the education effects remain significant even when household income is included. However, when we use instrumental variable methods to simultaneously account for the endogeneity of parental education and paternal income, only maternal education remains significant (for daughters only) and becomes stronger. These estimates are consistent to various set of instruments. The impact of paternal income varies between specifications but becomes insignificant in our preferred specification. Our results provide limited evidence that policies alleviating income constraints at age 16 can alter schooling decisions but that policies increasing permanent income would lead to increased participation (especially for daughters). Chapter Two is an evaluation of a comprehensive university access programme that provides financial, academic and social support to low socioeconomic students using a natural experiment which exploits the time variation in the expansion of the programme across high schools. Overall, we identity positive treatment effects on retention rates, exam performance and graduation rates, with the impact often stronger for higher ability students. Gender differences are also identified. We find similar results for access students entering through the standard admissions system and those entering with lower grades. This suggests that access programmes can be effective at improving academic outcomes for socioeconomically disadvantaged students. In Chapter Three, we compare the effects of the pilot implementation and the subsequent national roll-out of a large programme, the Educational Maintenance Allowance, in the UK which provides financial transfers to youth who remain in post-compulsory education. While piloting policies is becoming standard in policy evaluation, little is known of their external validity. Using a difference-in-difference-in-differences methodology and several cohorts of the Youth Cohort Study for England and Wales, we estimate the effect of the Education Maintenance Allowance on post-compulsory school participation both in the piloting stage and in its national implementation. We find that the pilot scheme and the national extension had an effect on post-16 schooling but that the evidence in support of the national extension is weaker.
Author: Timothy Smeeding Publisher: Russell Sage Foundation ISBN: 1610447549 Category : Social Science Languages : en Pages : 392
Book Description
Americans like to believe that theirs is the land of opportunity, but the hard facts are that children born into poor families in the United States tend to stay poor and children born into wealthy families generally stay rich. Other countries have shown more success at lessening the effects of inequality on mobility—possibly by making public investments in education, health, and family well-being that offset the private advantages of the wealthy. What can the United States learn from these other countries about how to provide children from disadvantaged backgrounds an equal chance in life? Making comparisons across ten countries, Persistence, Privilege, and Parenting brings together a team of eminent international scholars to examine why advantage and disadvantage persist across generations. The book sheds light on how the social and economic mobility of children differs within and across countries and the impact private family resources, public policies, and social institutions may have on mobility. In what ways do parents pass advantage or disadvantage on to their children? Persistence, Privilege, and Parenting is an expansive exploration of the relationship between parental socioeconomic status and background and the outcomes of their grown children. The authors also address the impact of education and parental financial assistance on mobility. Contributors Miles Corak, Lori Curtis, and Shelley Phipps look at how family economic background influences the outcomes of adult children in the United States and Canada. They find that, despite many cultural similarities between the two countries, Canada has three times the rate of intergenerational mobility as the United States—possibly because Canada makes more public investments in its labor market, health care, and family programs. Jo Blanden and her colleagues explore a number of factors affecting how advantage is transmitted between parents and children in the United States and the United Kingdom, including education, occupation, marriage, and health. They find that despite the two nations having similar rates of intergenerational mobility and social inequality, lack of educational opportunity plays a greater role in limiting U.S. mobility, while the United Kingdom’s deeply rooted social class structure makes it difficult for the disadvantaged to transcend their circumstances. Jane Waldfogel and Elizabeth Washbrook examine cognitive and behavioral school readiness across income groups and find that pre-school age children in both the United States and Britain show substantial income-related gaps in school readiness—driven in part by poorly developed parenting skills among overburdened, low-income families. The authors suggest that the most encouraging policies focus on both school and home interventions, including such measures as increases in federal funding for Head Start programs in the United States, raising pre-school staff qualifications in Britain, and parenting programs in both countries. A significant step forward in the study of intergenerational mobility, Persistence, Privilege, and Parenting demonstrates that the transmission of advantage or disadvantage from one generation to the next varies widely from country to country. This striking finding is a particular cause for concern in the United States, where the persistence of disadvantage remains stubbornly high. But, it provides a reason to hope that by better understanding mobility across the generations abroad, we can find ways to do better at home.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309452961 Category : Medical Languages : en Pages : 583
Book Description
In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Author: Timothy Smeeding Publisher: Russell Sage Foundation ISBN: 9780871540317 Category : Social Science Languages : en Pages : 392
Book Description
Americans like to believe that theirs is the land of opportunity, but the hard facts are that children born into poor families in the United States tend to stay poor and children born into wealthy families generally stay rich. Other countries have shown more success at lessening the effects of inequality on mobility—possibly by making public investments in education, health, and family well-being that offset the private advantages of the wealthy. What can the United States learn from these other countries about how to provide children from disadvantaged backgrounds an equal chance in life? Making comparisons across ten countries, Persistence, Privilege, and Parenting brings together a team of eminent international scholars to examine why advantage and disadvantage persist across generations. The book sheds light on how the social and economic mobility of children differs within and across countries and the impact private family resources, public policies, and social institutions may have on mobility. In what ways do parents pass advantage or disadvantage on to their children? Persistence, Privilege, and Parenting is an expansive exploration of the relationship between parental socioeconomic status and background and the outcomes of their grown children. The authors also address the impact of education and parental financial assistance on mobility. Contributors Miles Corak, Lori Curtis, and Shelley Phipps look at how family economic background influences the outcomes of adult children in the United States and Canada. They find that, despite many cultural similarities between the two countries, Canada has three times the rate of intergenerational mobility as the United States—possibly because Canada makes more public investments in its labor market, health care, and family programs. Jo Blanden and her colleagues explore a number of factors affecting how advantage is transmitted between parents and children in the United States and the United Kingdom, including education, occupation, marriage, and health. They find that despite the two nations having similar rates of intergenerational mobility and social inequality, lack of educational opportunity plays a greater role in limiting U.S. mobility, while the United Kingdom’s deeply rooted social class structure makes it difficult for the disadvantaged to transcend their circumstances. Jane Waldfogel and Elizabeth Washbrook examine cognitive and behavioral school readiness across income groups and find that pre-school age children in both the United States and Britain show substantial income-related gaps in school readiness—driven in part by poorly developed parenting skills among overburdened, low-income families. The authors suggest that the most encouraging policies focus on both school and home interventions, including such measures as increases in federal funding for Head Start programs in the United States, raising pre-school staff qualifications in Britain, and parenting programs in both countries. A significant step forward in the study of intergenerational mobility, Persistence, Privilege, and Parenting demonstrates that the transmission of advantage or disadvantage from one generation to the next varies widely from country to country. This striking finding is a particular cause for concern in the United States, where the persistence of disadvantage remains stubbornly high. But, it provides a reason to hope that by better understanding mobility across the generations abroad, we can find ways to do better at home.
Author: Leon Feinstein Publisher: Jessica Kingsley Publishers ISBN: 1905818882 Category : Social Science Languages : en Pages : 66
Book Description
This book draws on new and existing research to shed light on how children's experiences, at home and in schools, explain the extent to which they succeed as children and later as adults. Analysis indicates that there remains a strong link between the socio-economic circumstances into which a child is born and their adult outcomes. Children from lower socio-economic groups, born in the year 2000, have shown signs of falling behind their more advantaged peers by the age of three. It examines the risk factors for poor outcomes and discusses the need for policy that works across family and school.
Author: Costas Meghir Publisher: ISBN: Category : Crime prevention Languages : en Pages : 0
Book Description
The intergenerational transmission of human capital and the extent to which policy interventions can affect it is an issue of importance. Policies are often evaluated on either short term outcomes or just in terms of their effect on individuals directly targeted. If such policies shift outcomes across generations their benefits may be much larger than originally thought. We provide evidence on the intergenerational impact of policy by showing that educational reform in Sweden reduced crime rates of the targeted generation and their children by comparable amounts. We attribute these outcomes to improved family resources and to better parenting -- National Bureau of Economic Research web site.
Author: Markus Broer Publisher: Springer ISBN: 3030119912 Category : Education Languages : en Pages : 91
Book Description
This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
Author: Gary N. Marks Publisher: Routledge ISBN: 1135017867 Category : Education Languages : en Pages : 305
Book Description
Are socioeconomic inequalities in education declining? Is socioeconomic background becoming less important for people’s occupational class or status? How important is cognitive ability for education and later occupational outcomes? How do countries differ in the importance of socioeconomic background for education and work? Gary N. Marks argues that in western industrialized countries, pervasive views that socioeconomic background (or class background) has strong and unchanging relationships with education and later socioeconomic outcomes, resistant to policy and social change, are unfounded. Marks provides a large amount of evidence from many countries showing that the influence of socioeconomic background for education is moderate and most often declining, and socioeconomic background has only very weak impacts on adults’ occupation and earnings after taking into account education and cognitive ability. Furthermore, Marks shows that cognitive ability is a more powerful influence than socioeconomic background for educational outcomes, and that in addition to its indirect effects through education has a direct effect on occupation and earnings. Its effects cannot be dismissed as simply another aspect of socioeconomic background, nor do the usual criticisms of ‘cognitive ability’ apply. The declining effects for socioeconomic background and the importance of cognitive ability support several of the contentions of modernization theory. The book contributes to a variety of debates within sociology: quantitative and qualitative approaches, explanatory and non-explanatory theory, the relationship between theory and empirical research, the role of political ideology in research, sociology as a social science, and sociology’s contribution to knowledge about contemporary societies. It will appeal to professionals in the fields of education and sociology as well as postgraduate students and academics involved in the debate.
Author: Vincent A. O'Sullivan
Author: Vincent A. O'Sullivan
Author: 
Author: National Academies of Sciences Engineering and Medicine
Author: Timothy Smeeding
Author: National Academies of Sciences, Engineering, and Medicine
Author: Timothy Smeeding
Author: Leon Feinstein
Author: Costas Meghir
Author: Markus Broer
Author: Gary N. Marks