Education and Family Background: Mechanisms and Policies

84 Pages Posted: 5 Jun 2010 Last revised: 8 Jun 2010

See all articles by Kjell G. Salvanes

Kjell G. Salvanes

Norwegian School of Economics (NHH) - Department of Economics; IZA Institute of Labor Economics

Anders Bjorklund

Stockholm University; IZA Institute of Labor Economics

Multiple version iconThere are 2 versions of this paper

Date Written: May 28, 2010

Abstract

In every society for which we have data, people’s educational achievement is positively correlated with their parents’ education or with other indicators of their parents’ socioeconomic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and family background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, major the research issues are: How important a determinant of educational attainment is family background, and is family background — in the broad sense that incorporates factors not chosen by the individual — a major, or only a minor, determinant of educational attainment? What are the mechanisms that make family background important? Have specific policy reforms been successful in reducing the impact of family background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: what types of parental resources or inputs are important for children’s development, why are they important and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children’s social and cognitive development, are conducive to children’s performance and adult outcomes. The policy interest in this research is whether policies that change parents’ resources and restrictions have causal effects on their children.

Keywords: Intergenerational mobility, Sibling correlations, Education, Education reform

JEL Classification: I21, J13, J24

Suggested Citation

Salvanes, Kjell G. and Bjorklund, Anders, Education and Family Background: Mechanisms and Policies (May 28, 2010). NHH Dept. of Economics Discussion Paper No. 14/2010. Available at SSRN: https://ssrn.com/abstract=1620398 or http://dx.doi.org/10.2139/ssrn.1620398

Kjell G. Salvanes (Contact Author)

Norwegian School of Economics (NHH) - Department of Economics ( email )

Helleveien 30
N-5035 Bergen
Norway
+47 5 595 9315 (Phone)
+47 5 595 9543 (Fax)

IZA Institute of Labor Economics

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Germany

Anders Bjorklund

Stockholm University ( email )

Swedish Institute for Social Research (SOFI)
S-106 91 Stockholm
Sweden
+46 8 163452 (Phone)
+46 8 154670 (Fax)

IZA Institute of Labor Economics

P.O. Box 7240
Bonn, D-53072
Germany

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