Educational consequences of a sibling's disability: Evidence from type 1 diabetes |
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| Institution: | 1. VIVE—The Danish Center for Social Science Research, Herluf Trolles Gade 11, København K 1052, Denmark and IZA Institute of Labor Economics;2. Department of Economics, Kansas State University, Manhattan, KS, United States and IZA Institute of Labor Economics;3. Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark;4. Copenhagen University Hospital, Copenhagen, Denmark;1. George Washington University and NBER, United States;2. Naval Postgraduate School, United States;1. City University of New York, USA;2. George Washington University Trachtenberg School of Public Policy and Public Administration, USA;3. Vanderbilt University and NBER, USA;1. University of Southern California & RAND Corporation, 1090 Vermont Ave NW, Suite 1250, Washington, DC 20005, USA;2. RAND Corporation, 1776 Main St., Santa Monica, CA 90401, USA;1. Department of Economics, Finance, and Quantitative Analysis, Kennesaw State University, United States;2. Department of Economics & Truman School of Government and Public Affairs, University of Missouri, United States;3. Department of Economics, University of Missouri, United States |
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| Abstract: | While there is a growing literature on family health spillovers, questions remain about how sibling disability status impacts educational outcomes. As disability is not randomly assigned this is an empirical challenge. In this paper we use Danish administrative data and variation in the onset of type 1 diabetes to compare education outcomes of focal children with a disabled sibling to outcomes of focal children without a disabled sibling (matched on date of birth of the focal child, sibling spacing and family size). We find that having a disabled sibling significantly decreases 9th grade exit exam GPAs, while having no impact on on-time completion of 9th grade. However, educational trajectories are impacted, as we find significant decreases in high school enrollment and significant increases in vocational school enrollment by age 18. Our results indicate that sibling disability status can generate economically meaningful inequality in educational outcomes. |
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