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The intergenerational effects of parental schooling on the cognitive and non-cognitive development of children

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  • Silles, Mary A.

Abstract

This article, using the National Child Development Study, estimates the causal relationship between parents' schooling and children's cognitive and non-cognitive development using the 1947 compulsory schooling legislation in Great Britain. The least squares estimates suggest strong correlations between parental education and these developmental indicators. However, the instrument variable estimates are not sufficiently precise to find that either parent's schooling has a beneficial effect on children's cognitive and non-cognitive development.

Suggested Citation

  • Silles, Mary A., 2011. "The intergenerational effects of parental schooling on the cognitive and non-cognitive development of children," Economics of Education Review, Elsevier, vol. 30(2), pages 258-268, April.
    • Handle: RePEc:eee:ecoedu:v:30:y:2011:i:2:p:258-268
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    Cited by:

    1. Matt Dickson & Paul Gregg & Harriet Robinson, 2016. "Early, Late or Never? When Does Parental Education Impact Child Outcomes?," Economic Journal, Royal Economic Society, vol. 126(596), pages 184-231, October.
    2. Gahramanov, Emin & Hasanov, Rashad & Tang, Xueli, 2020. "Parental involvement and Children's human capital: A tax-subsidy experiment," Economic Modelling, Elsevier, vol. 85(C), pages 16-29.
    3. Hamad, Rita & Elser, Holly & Tran, Duy C. & Rehkopf, David H. & Goodman, Steven N., 2018. "How and why studies disagree about the effects of education on health: A systematic review and meta-analysis of studies of compulsory schooling laws," Social Science & Medicine, Elsevier, vol. 212(C), pages 168-178.
    4. Tansel, Aysit, 2011. "Intergenerational educational mobility in Turkey," MPRA Paper 68435, University Library of Munich, Germany.

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