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Do lower birth weight babies have lower grades? Twin fixed effect and instrumental variable method evidence from Taiwan

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  • Lin, Ming-Jen
  • Liu, Jin-Tan

Abstract

By combining two unique Taiwanese datasets, this paper investigates how birth weight affects grades at age 15 years. To tackle the endogeneity problem caused by omitted variables, we first compare birth weight and grade variation within twins. We find that birth weight does increase grades but only when both twins weigh less than 3000Â g at birth, which indicates that the effect is non-linear, and when the weight difference between the twins is larger than 200Â g. Furthermore, twin fixed effect estimates are similar to the ordinary least squares (OLSs) ones. We then use the public health budget and the number of doctors in the county where the children were born as instrumental variables for the children's birth weight. We found that instrumental variable estimates are significant only for the less educated (

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Bibliographic Info

Article provided by Elsevier in its journal Social Science & Medicine.

Volume (Year): 68 (2009)
Issue (Month): 10 (May)
Pages: 1780-1787

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Handle: RePEc:eee:socmed:v:68:y:2009:i:10:p:1780-1787

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Related research

Keywords: Instrumental variables Lower birth weight Twin fixed effect Taiwan Education School grades Adolescents Twins;

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Cited by:
  1. Mark E. McGovern, 2012. "Still unequal at birth: birth weight, socioeconomic status and outcomes at age 9," Working Papers 201222, Geary Institute, University College Dublin.
  2. Lin, Ming-Jen & Liu, Elaine M., 2014. "Does in utero Exposure to Illness Matter? The 1918 Influenza Epidemic in Taiwan as a Natural Experiment," IZA Discussion Papers 8181, Institute for the Study of Labor (IZA).
  3. Nakamuro, Makiko & Uzuki, Yuka & Inui, Tomohiko, 2013. "The effects of birth weight: Does fetal origin really matter for long-run outcomes?," Economics Letters, Elsevier, vol. 121(1), pages 53-58.
  4. Eide, Eric R. & Showalter, Mark H., 2011. "Estimating the relation between health and education: What do we know and what do we need to know?," Economics of Education Review, Elsevier, vol. 30(5), pages 778-791, October.

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