The Impact of School Entry Laws on Female Education and Teenage Fertility

Abstract This paper explores the causal relationship between female education and teenage fertility by exploiting a change in the compulsory schooling law (CSL) in Turkey. Using variation in the exposure to the CSL across cohorts and variation across provinces by the intensity of additional classrooms constructed in the birth provinces as an instrumental variable, the results indicate that primary school completion reduces teenage fertility by 0.37 births and the incidence of teenage childbearing by around 28 percentage points. Exploring heterogeneous effects indicates that female education reduces teenage fertility more in provinces with lower population density and higher agricultural activity. This paper also disentangles intensive- and extensive-margin effects and explores various channels, such as postponing marriage and contraceptive use, linking education and fertility. Finally, this paper demonstrates that there are additional social benefits of education in terms of child health.

Download Full-text

The Effect of Female Education on Fertility and Infant Health: Evidence from School Entry Policies Using Exact Date of Birth

10.3386/w12329 ◽

2006 ◽

Cited By ~ 19

Author(s):

Justin McCrary ◽

Heather Royer

Keyword(s):

Infant Health ◽

School Entry ◽

Female Education ◽

Exact Date

Download Full-text

Access, Sorting, and Achievement: The Short-Run Effects of Free Primary Education in Kenya

American Economic Journal Applied Economics ◽

10.1257/app.4.4.226 ◽

2012 ◽

Vol 4 (4) ◽

pp. 226-253 ◽

Cited By ~ 36

Author(s):

Adrienne M Lucas ◽

Isaac M Mbiti

Keyword(s):

Primary School ◽

Primary Education ◽

Education Program ◽

Private School ◽

Test Scores ◽

School Entry ◽

Exit Examination ◽

Free Primary Education ◽

Short Run ◽

The Impact

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

Download Full-text

The Effect of Female Education on Fertility and Infant Health: Evidence from School Entry Policies Using Exact Date of Birth

The American Economic Review ◽

10.1257/aer.101.1.158 ◽

2011 ◽

Vol 101 (1) ◽

pp. 158-195 ◽

Cited By ~ 170

Author(s):

Justin McCrary ◽

Heather Royer

Keyword(s):

At Risk ◽

Young Women ◽

Infant Health ◽

School Entry ◽

Dropping Out ◽

Female Education ◽

Exact Date ◽

Heterogeneous Effects ◽

Before And After

This paper uses age-at-school-entry policies to identify the effect of female education on fertility and infant health. We focus on sharp contrasts in schooling, fertility, and infant health between women born just before and after the school entry date. School entry policies affect female education and the quality of a woman's mate and have generally small, but possibly heterogeneous, effects on fertility and infant health. We argue that school entry policies manipulate primarily the education of young women at risk of dropping out of school. (JEL I12, I21, J13, J16)

Download Full-text

Changes in ACL Scales Corresponding to Changes in Educational Levels

Psychological Reports ◽

10.2466/pr0.1970.27.2.359 ◽

1970 ◽

Vol 27 (2) ◽

pp. 359-363

Author(s):

John M. Ivanoff ◽

Jane A. Layman ◽

Ronald Von Singer

Keyword(s):

Graduate Education ◽

Student Teachers ◽

Analysis Of Variance ◽

Self Concept ◽

Female Education ◽

Education Students ◽

Educational Levels ◽

The Impact ◽

Selective Process

The purpose of this study was to examine differences in need variables and in self-concepts among three groups of female education students. Ss were 107 beginning undergraduates in education, 74 student-teachers, and 40 graduate education students at Marquette University. The ACL was used to obtain information on changes in the need and self-concept structure defined by the ACL scales as a function of both the selective process operating within the field of education and the impact on that structure of continuing within the field itself. Analysis of variance procedures showed statistically significant differences among the three groups on over half of the ACL scales.

Download Full-text

Does the Age That Children Start Kindergarten Matter? Evidence of Long-Term Educational and Social Outcomes

Educational Evaluation and Policy Analysis ◽

10.3102/01623737028002153 ◽

2006 ◽

Vol 28 (2) ◽

pp. 153-179 ◽

Cited By ~ 35

Author(s):

Jane Arnold Lincove ◽

Gary Painter

Keyword(s):

Social Outcomes ◽

School Entry ◽

Academic Standards ◽

Long Term Effects ◽

National Education ◽

Early Elementary School ◽

Transition From High School ◽

The Impact ◽

Effect Of Age

The appropriate age for students to begin school is an issue of debate for educators, administrators, and parents. Parents worry that young children may not be able to compete with older classmates; schools worry that young students will not be able to meet rigorous academic standards associated with school accountability. Past literature is inconclusive as to the overall effect of age at school entry. Some research suggests that younger students have lower average achievement in early elementary school, while others find that students with summer birthdates, who are assumed to be younger at school entry, gain more education on average. At present, little is known about the impact of age at school entry on education attainment as students transition from high school into college and the labor market. This study uses data from the National Education Longitudinal Survey to examine long-term effects of age at school entry on both educational and social outcomes, with special attention to those students who enter kindergarten a year later than their peers. The results of this study suggest that delaying kindergarten does not create any long-term advantages for students.

Download Full-text

The Female Secondary Stipend and Assistance Program in Bangladesh: What Did It Accomplish?

10.22617/wps210021-2 ◽

2021 ◽

Author(s):

Shahidur Rahman Khandker ◽

Hussain Akhterus Samad ◽

Nobuhiko Fuwa ◽

Ryotaro Hayashi

Keyword(s):

Labor Force ◽

Labor Force Participation ◽

Female Education ◽

Long Term Outcomes ◽

Female Labor ◽

Assistance Program ◽

Age At Marriage ◽

Short And Long Term ◽

The Impact

Are subsidies to female education worth supporting to enhance socioeconomic and demographic changes? This paper examines whether or not the Female Secondary Stipend and Assistance Program (FSSAP) in Bangladesh matters. If it does, how much and in what way—on both observed short- and long- term outcomes associated with female education? How did FSSAP impact the education of children, and boys in particular? The paper also explores the impact on female labor force participation, as well as age at marriage, fertility, and other effects on society.

Download Full-text

Female Education and Contraceptives Use in Nigeria

European Scientific Journal ESJ ◽

10.19044/esj.2021.v17n32p366 ◽

2021 ◽

Vol 17 (32) ◽

pp. 366

Author(s):

Saheed O. Olayiwola ◽

Bayo L.O. Kazeem ◽

Fuein, Vera Kum

Keyword(s):

Population Growth ◽

Women’S Health ◽

Women's Health ◽

Survey Data ◽

Health Survey ◽

Contraceptive Use ◽

Fertility Rate ◽

Female Education ◽

Health Survey Data ◽

The Impact

Contraceptive use is considered important for protecting women’s health and rights, influencing fertility and population growth. This study examined the impact of female education on the use of contraceptives and fertility rate in Nigeria using 2013 and 2018 cohorts of Demography and Health Survey Data. The survey covers women ages 15 to 49 years. The study shows that women’s education, income level, and cultural value are important in explaining women’s reproductive behaviour. The results reveal that female education has a positive significant effect on contraceptives use and a significant negative effect on fertility rate. The contraceptives use and fertility models show that the effects become stronger with an increase in the level of education. Notably, the study shows no significant difference in the behavioural pattern of the factors that influenced contraceptive use and fertility rate in the 2013 and 2018 cohorts of demography and health survey data. The study concludes that female education is vital in encouraging the use of contraceptives and controlling the fertility rate. Hence, the government should invest more in women education to increase women's use of contraceptives, control fertility, and population growth, protect women's health and stimulate sustainable economic development.

Download Full-text