The Effect of Education on Old Age Cognitive Abilities: Evidence from a Regression Discontinuity Design
The Effect of Education on Old Age Cognitive Abilities: Evidence from a Regression Discontinuity Design
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DOI：
10.1111/j.1468-0297.2012.02499.x
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发表时间：
2012-05-01
期刊：
影响因子：
3.2
通讯作者：
Mazzonna, Fabrizio
中科院分区：
文献类型：
--
作者：
Banks, James;Mazzonna, Fabrizio
在这篇文章中，我们利用1947年英国最低离校年龄从14岁改为15岁的变化，来评估一年教育对老年人认知能力的因果影响。我们使用回归不连续设计分析，并发现一个大的和显着的影响，改革对男性的记忆和执行功能在老年人，使用简单的认知测试从英国纵向调查老龄化作为我们的结果措施。这一结果尤其引人注目，因为改革对大约一半的14奥尔兹人口产生了有力和直接的影响。我们调查和讨论了这一改革可能产生影响的潜在渠道，并进行了一整套敏感性分析和稳健性检查。
In this article, we exploit the 1947 change to the minimum school-leaving age in England from 14 to 15, to evaluate the causal effect of a year of education on cognitive abilities at older ages. We use a regression discontinuity design analysis and find a large and significant effect of the reform on males memory and executive functioning at older ages, using simple cognitive tests from the English Longitudinal Survey on Ageing as our outcome measures. This result is particularly remarkable as the reform had a powerful and immediate effect on about half the population of 14 years olds. We investigate and discuss the potential channels by which this reform may have had its effects, as well as carrying out a full set of sensitivity analyses and robustness checks.