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School inputs and skills: complementarity and self-productivity

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  • Nicoletti, Cheti
  • Rabe, Birgitta

Abstract

Using administrative data on schools in England, we estimate an education production model of cognitive skills at the end of secondary school. We provide empirical evidence of selfproductivity of skills and of complementarity between secondary school inputs and skills at the end of primary school. Our inference relies on idiosyncratic variation in school expenditure and child fixed effect estimation that controls for the endogeneity of past skills. The persistence in cognitive ability is 0.22 and the return to school expenditure is three times higher for students at the top of the past attainment distribution than for those at the bottom.

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Paper provided by Institute for Social and Economic Research in its series ISER Working Paper Series with number 2013-28.

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Date of creation: 04 Dec 2013
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Publication status: published
Handle: RePEc:ese:iserwp:2013-28

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Postal: Publications Office, Institute for Social and Economic Research, University of Essex, Wivenhoe Park, Colchester, Essex CO4 3SQ UK
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Web page: https://www.iser.essex.ac.uk/
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Postal: Publications Office, Institute for Social and Economic Research, University of Essex, Wivenhoe Park, Colchester, Essex CO4 3SQ UK
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  1. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," NBER Working Papers 13617, National Bureau of Economic Research, Inc.
  2. Flavio Cunha & James Heckman & Susanne Schennach, 2010. "Estimating the technology of cognitive and noncognitive skill formation," CeMMAP working papers, Centre for Microdata Methods and Practice, Institute for Fiscal Studies CWP09/10, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
  3. Daniela Del Boca & Christopher Flinn & Matthew Wiswall, 2010. "Household Choices and Child Development," Carlo Alberto Notebooks, Collegio Carlo Alberto 149, Collegio Carlo Alberto.
  4. Flavio Cunha & James J. Heckman, 2008. "Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
  5. Khwaja, Asim Ijaz & Andrabi, Tahir & Das, Jishnu & Zajonc, Tristan, 2009. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," Scholarly Articles, Harvard Kennedy School of Government 4435671, Harvard Kennedy School of Government.
  6. Thomas S. Dee, 2005. "Teachers and the Gender Gaps in Student Achievement," NBER Working Papers 11660, National Bureau of Economic Research, Inc.
  7. Behrman, Jere R & Rosenzweig, Mark R & Taubman, Paul, 1996. "College Choice and Wages: Estimates Using Data on Female Twins," The Review of Economics and Statistics, MIT Press, vol. 78(4), pages 672-85, November.
  8. Amini, Chiara & Commander, Simon, 2012. "Educational scores: How does Russia fare?," Journal of Comparative Economics, Elsevier, vol. 40(3), pages 508-527.
  9. Douglas Almond & Bhashkar Mazumder, 2013. "Fetal origins and parental responses," Working Paper Series, Federal Reserve Bank of Chicago WP-2012-14, Federal Reserve Bank of Chicago.
  10. Daniela Del Boca & Chiara Monfardini & Cheti Nicoletti, 2012. "Children's and Parents' Time-Use Choices and Cognitive Development during Adolescence," Working Papers, Human Capital and Economic Opportunity Working Group 2012-006, Human Capital and Economic Opportunity Working Group.
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