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Understanding Compulsory Schooling Legislation: A Formal Model and Implications for Empirical Analysis

Author

Listed:
  • Gradstein, Mark

    (Ben Gurion University)

  • Justman, Moshe

    (Ben Gurion University)

Abstract

We construct a simple model of compulsory schooling in which legislation and compliance are endogenously determined by individuals disciplined by social norms, optimizing their voting decisions and the school attendance of their children. The model provides a formal framework for interpreting empirical results on the effect of compulsory-schooling legislation (CSL) on enrollment. This sheds light on the use of CSL as an instrumental variable to identify the benefits of schooling, suggesting how the estimates it produces may be biased.

Suggested Citation

  • Gradstein, Mark & Justman, Moshe, 2009. "Understanding Compulsory Schooling Legislation: A Formal Model and Implications for Empirical Analysis," IZA Discussion Papers 4420, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp4420
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    References listed on IDEAS

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    Cited by:

    1. McHenry, Peter, 2013. "The relationship between schooling and migration: Evidence from compulsory schooling laws," Economics of Education Review, Elsevier, vol. 35(C), pages 24-40.

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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