(), Mårten Palme
() and Emilia Simeonova
Costas Meghir: Yale University, IFS and NBER, Postal: Department of Economics, Yale University, 37 Hillhouse Avenue, New Haven, CT 06520, USA
Mårten Palme: Dept. of Economics, Stockholm University, Postal: Department of Economics, Stockholm University, S-106 91 Stockholm, Sweden
Emilia Simeonova: Tufts University, Princeton University and NBER, Postal: Department of Economics, Tufts University, 8 Upper Campus Road, Medford, MA 02155
Abstract: We examine how an education policy intervention - the introduction of a comprehensive school in Sweden that increased the number of compulsory years of schooling, affected cognitive and non-cognitive skills and long-term health. We use administrative and survey data including background information, child ability and long-term adult outcomes. We show that education reform increased skills among children, but the effects on long-term health are overall negligible. We demonstrate that effects vary across socio-economic backgrounds and initial skill endowments, with significant improvements in cognition and skills for lower Socio-economic status individuals and lower ability people.
42 pages, April 23, 2013
Full text files
Questions (including download problems) about the papers in this series should be directed to Sten Nyberg ()
Report other problems with accessing this service to Sune Karlsson ().
This page generated on 2018-01-23 23:38:28.