Compulsory schooling,education, depression and memory: New evidence from SHARELIFE |
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| Institution: | 1. George Mason University and NBER, 4400 University Dr., Northeast Module I, MS 1J3, Fairfax, VA 22030, United States;2. Bentley University and NBER, 175 Forest St., AAC 195, Waltham, MA 02452, United States\n;1. University of Chicago and NBER, United States;1. Department of Economics, Northeastern University, 43 Leon Street, 312A Lake Hall, Boston, MA 02115, United States;2. Department of Economics, Pendleton East, Wellesley College, 106 Central Street, Wellesley, MA 02481, United States;1. Department of Economics, University of Oxford and Centre for Economic Performance, London School of Economics, London, United Kingdom\n;2. Department of Economics, University College London, London, United Kingdom;3. Department of Economics, University College London and Centre for Economic Performance, London School of Economics, London, United Kingdom |
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| Abstract: | In this paper we provide new evidence on the causal effect of education on adult depression and cognition. We use SHARE data and schooling reforms in several European countries as instruments for educational attainment. We find that an extra year of education has a large and significant protective effect on mental health; the probability of suffering depression decreases by 6.5 percentage points. We find a large and significant protective effect on cognition as measured by word recall. We also explore whether heterogeneity and selection play a part in the large discrepancy between OLS and IV (LATE) estimates of the effect of education on depression and cognition. Using the data available in SHARELIFE on early life conditions of the respondents such as the individuals’ socioeconomic status, health, and performance at school, we identify subgroups particularly affected by the reforms and with high marginal health returns to education. |
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| Keywords: | Health-SES gradient Education reforms Instrumental variables Treatment effects SHARELIFE |
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