从工具变量看教育政策改革与学校教育回归

Kevin Denny, Colm Harmon
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引用次数: 8

摘要

本文利用了一项不同寻常的政策改革,该改革在20世纪60年代末降低了爱尔兰教育的直接成本。这提高了受教育水平,但其影响因家庭背景而异。这种教育改革和家庭背景的相互作用产生了一组工具变量,用于估计学校教育的回报,允许学校教育的内生性。使用标准的Mincer类型模型,我们发现大约12%的大且确定的回报率大大高于OLS估计的7%左右。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Education policy reform and the return to schooling from instrumental variables
This paper exploits an unusual policy reform that had the effect of reducing the direct cost of schooling in Ireland in the late 1960’s. This gave rise to an increased level of schooling but with effects that vary substantially across family background. This interaction of educational reform and family background generates a set of instrumental variables that are used to estimate the return to schooling allowing for the endogeneity of schooling. Using a standard Mincer type model we find a large and well-determined rate of return of around 12% which are substantially higher than the OLS estimates of around 7%.
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