Family Income and Tertiary Education Attendance across the EU: An empirical assessment using sibling data
There is plenty of evidence across the EU to suggest that young people from poorer backgrounds are less likely to attend tertiary education than their better-off peers. This correlation is often used to justify monetary transfers to families with students. It is not clear, however, that these differences in attendance are caused by income itself rather than by parental ability, motivation, education, and other aspects of the young person's experience which differ between families, but are not a direct result of income. Controlling for observable family characteristics is a useful first step. But further developments are needed as families potentially differ in unobservable ways that are correlated with both income and attendance. In this paper we use families with several children to correct for unobserved time-invariant family fixed effects. Our results suggest the absence of parental income effects in Belgium and Germany, small positive effects in Poland, medium-size positive effect in the UK, and sizeable positive effects in Hungary.
|Date of creation:||Jun 2007|
|Date of revision:|
|Contact details of provider:|| Web page: http://sticerd.lse.ac.uk/case/_new/publications/default.asp|
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Carneiro, Pedro & Heckman, James J., 2002.
"The Evidence on Credit Constraints in Post-Secondary Schooling,"
IZA Discussion Papers
518, Institute for the Study of Labor (IZA).
- Pedro Carneiro & James J. Heckman, 2002. "The Evidence on Credit Constraints in Post--secondary Schooling," Economic Journal, Royal Economic Society, vol. 112(482), pages 705-734, October.
- Pedro Carneiro & James J. Heckman, 2002. "The Evidence on Credit Constraints in Post-Secondary Schooling," NBER Working Papers 9055, National Bureau of Economic Research, Inc.
- Lorraine Dearden & Leslie McGranahan & Barbara Sianesi, 2004.
"The role of credit constraints in educational choices: evidence from NCDS and BCS70,"
LSE Research Online Documents on Economics
19447, London School of Economics and Political Science, LSE Library.
- Lorraine Dearden & Leslie McGranahan & Barbara Sianesi, 2004. "The Role of Credit Constraints in Educational Choices: Evidence from NCDS and BCS70," CEE Discussion Papers 0048, Centre for the Economics of Education, LSE.
- Baumgartner, Hans J. & Steiner, Viktor, 2006.
"Does More Generous Student Aid Increase Enrolment Rates into Higher Education? Evaluating the German Student Aid Reform of 2001,"
IZA Discussion Papers
2034, Institute for the Study of Labor (IZA).
- Hans J. Baumgartner & Viktor Steiner, 2006. "Does More Generous Student Aid Increase Enrolment Rates into Higher Education?: Evaluating the German Student Aid Reform of 2001," Discussion Papers of DIW Berlin 563, DIW Berlin, German Institute for Economic Research.
- Abigail McKnight & Robin Naylor & Jeremy Smith, 2002.
"Sheer Class? The Extent and Sources of Variation in the UK Graduate Earnings Premium,"
case54, Centre for Analysis of Social Exclusion, LSE.
- Robin Naylor & Jeremy Smith & Abigail McKnight, 2002. "Sheer class? The extent and sources of variation in the UK graduate earnings premium," LSE Research Online Documents on Economics 6393, London School of Economics and Political Science, LSE Library.
- V. Vandenberghe & O. Debande, 2007. "Deferred and Income-contingent Tuition Fees: An Empirical Assessment using Belgian, German and UK Data," Education Economics, Taylor & Francis Journals, vol. 15(4), pages 421-440.
When requesting a correction, please mention this item's handle: RePEc:cep:sticas:case123. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ()
If references are entirely missing, you can add them using this form.