Education and Health: the Role of Cognitive Ability

G.E. Bijwaard; H. van Kippersluis; J. Veenman

doi:10.1016/j.jhealeco.2015.03.003

Education and Health: the Role of Cognitive Ability

G.E. Bijwaard, H. van Kippersluis, J. Veenman

NIDI

Onderzoeksoutput: Bijdrage aan wetenschappelijk tijdschrift/periodieke uitgave › Artikel › Wetenschappelijk › peer review

28 Citaten (Scopus)

240 Downloads (Pure)

Samenvatting

We aim to disentangle the relative impact of (i) cognitive ability, and (ii) education on health and mortality using a structural equation model suggested by Conti et al. (2010). We extend their model by allowing for a duration dependent variable (mortality), and an ordinal educational variable. Data come from a Dutch cohort born between 1937 and 1941, including detailed measures of cognitive ability and family background in the final grade of primary school. The data are linked to the mortality register 1995-2011, such that we observe mortality between ages 55 and 75. The results suggest that at least half of the unconditional survival differences between educational groups are due to a ‘selection effect’, primarily on the basis of cognitive ability. Conditional survival differences across those having finished just primary school and those entering secondary education are still substantial, and amount to a 4 years gain in life expectancy, on average.

Originele taal-2	Engels
Pagina's (van-tot)	29-43
Tijdschrift	Journal of Health Economics
Volume	42
Nummer van het tijdschrift	July
DOI's	https://doi.org/10.1016/j.jhealeco.2015.03.003
Status	Gepubliceerd - 2015

Toegang tot document

10.1016/j.jhealeco.2015.03.003

2015_Bijwaard et al_JEH_post print versie_0020
Journal of Health Economics doi:10.1016/j.jhealeco.2015.03.003
Accepted author manuscript, 520 KB

Citeer dit

@article{fa4e6fba6dbe4b08a46d4e5f63d251f1,

title = "Education and Health: the Role of Cognitive Ability",

abstract = "We aim to disentangle the relative impact of (i) cognitive ability, and (ii) education on health and mortality using a structural equation model suggested by Conti et al. (2010). We extend their model by allowing for a duration dependent variable (mortality), and an ordinal educational variable. Data come from a Dutch cohort born between 1937 and 1941, including detailed measures of cognitive ability and family background in the final grade of primary school. The data are linked to the mortality register 1995-2011, such that we observe mortality between ages 55 and 75. The results suggest that at least half of the unconditional survival differences between educational groups are due to a {\textquoteleft}selection effect{\textquoteright}, primarily on the basis of cognitive ability. Conditional survival differences across those having finished just primary school and those entering secondary education are still substantial, and amount to a 4 years gain in life expectancy, on average.",

keywords = "education, health, cognitive ability, mortality, structural equational modeling, duration model, JCR",

author = "G.E. Bijwaard and {van Kippersluis}, H. and J. Veenman",

year = "2015",

doi = "10.1016/j.jhealeco.2015.03.003",

language = "English",

volume = "42",

pages = "29--43",

journal = "Journal of Health Economics",

issn = "0167-6296",

publisher = "Elsevier B.V.",

number = "July",

}

TY - JOUR

T1 - Education and Health: the Role of Cognitive Ability

AU - Bijwaard, G.E.

AU - van Kippersluis, H.

AU - Veenman, J.

PY - 2015

Y1 - 2015

N2 - We aim to disentangle the relative impact of (i) cognitive ability, and (ii) education on health and mortality using a structural equation model suggested by Conti et al. (2010). We extend their model by allowing for a duration dependent variable (mortality), and an ordinal educational variable. Data come from a Dutch cohort born between 1937 and 1941, including detailed measures of cognitive ability and family background in the final grade of primary school. The data are linked to the mortality register 1995-2011, such that we observe mortality between ages 55 and 75. The results suggest that at least half of the unconditional survival differences between educational groups are due to a ‘selection effect’, primarily on the basis of cognitive ability. Conditional survival differences across those having finished just primary school and those entering secondary education are still substantial, and amount to a 4 years gain in life expectancy, on average.

AB - We aim to disentangle the relative impact of (i) cognitive ability, and (ii) education on health and mortality using a structural equation model suggested by Conti et al. (2010). We extend their model by allowing for a duration dependent variable (mortality), and an ordinal educational variable. Data come from a Dutch cohort born between 1937 and 1941, including detailed measures of cognitive ability and family background in the final grade of primary school. The data are linked to the mortality register 1995-2011, such that we observe mortality between ages 55 and 75. The results suggest that at least half of the unconditional survival differences between educational groups are due to a ‘selection effect’, primarily on the basis of cognitive ability. Conditional survival differences across those having finished just primary school and those entering secondary education are still substantial, and amount to a 4 years gain in life expectancy, on average.

KW - education

KW - health

KW - cognitive ability

KW - mortality

KW - structural equational modeling

KW - duration model

KW - JCR

U2 - 10.1016/j.jhealeco.2015.03.003

DO - 10.1016/j.jhealeco.2015.03.003

M3 - Article

SN - 0167-6296

VL - 42

SP - 29

EP - 43

JO - Journal of Health Economics

JF - Journal of Health Economics

IS - July

ER -

Education and Health: the Role of Cognitive Ability

Samenvatting

Toegang tot document

Vingerafdruk

Citeer dit