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Ability, Parental Valuation of Education, and the High School Dropout Decision

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  • Kelly Foley
  • Giovanni Gallipoli
  • David A. Green

Abstract

The probability of dropping out of high school varies considerably with parental education. Using a rich Canadian panel data set, we examine the channels determining this socioeconomic status effect. We estimate an extended version of Carneiro, Hansen and Heckman (2003)’s factor model, incorporating effects from cognitive and noncognitive ability and parental valuation of education (PVE). We find that cognitive ability and PVE have substantial impacts on dropping out and that parental education has little direct effect on dropping out after controlling for these factors. Our results confirm the importance of determinants of ability by age 15 but also indicate an important role for PVE during teenage years.

Suggested Citation

  • Kelly Foley & Giovanni Gallipoli & David A. Green, 2014. "Ability, Parental Valuation of Education, and the High School Dropout Decision," Journal of Human Resources, University of Wisconsin Press, vol. 49(4), pages 906-944.
    • Handle: RePEc:uwp:jhriss:v:49:y:2014:i:4:p:906-944
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J08 - Labor and Demographic Economics - - General - - - Labor Economics Policies
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • C3 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables
    • C63 - Mathematical and Quantitative Methods - - Mathematical Methods; Programming Models; Mathematical and Simulation Modeling - - - Computational Techniques

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