The article researches an alleged flaw in a system of the U.S. compulsory schooling system that has a negative influence on students’ factual level of education and earnings. The study used quantitative data to prove if children born in the first quarter of a year receive less salary and exhibit poorer education levels as compared to children born in other quarters. The evidence is comprised of seasonal patterns and years of birth compared to years of completed education, and high-school graduation and salary. The authors conclude that there is a strong correlation between the compulsory education system and early dropout rates.
The main problem Angrist and Krueger address in their article is the system of compulsory school education that generates a certain imbalance. This imbalance entails students who were born in the first quarter of a year finish their studies earlier than those who were born later in the year. The first assumption is that it correlates with college enrollment rates. In the states, where the enrollment requirement is set at 16 years of age the amount of new students in an educational institution of a higher tier is significantly lower than in states with a 17-year limit. The second hypothesis suggests that as a result of a prolonged period of compulsory schooling, students of a second and a third season are more successful at earning a living.
To test the hypothesis, the authors use Two-stage least squares with variation in education as a primary identification source. To double-check the results, the researchers apply ordinary-least squares as well. To determine the statistical significance of the results p-value is calculated. As evidence, they draw official school records for students in two decades: 1930-1939 and 1940-1949. In these periods, they compare years of education a person finished with the year and season of the year he or she was born. Additionally, they use such factors as the number of college graduates, completed masters and doctoral degrees. Weekly wages were used as an additional test criterion. However, its significance has proved to be small.
The obvious strength of this research is in its meticulous calculation and the amount of the researched data. The research design was elaborated to deliver the finest and most accurate results. Calculations and thought processes are supported by illustrative material to ensure clarity and demonstrativeness. The possible weakness is that it did not manage to give a straightforward answer whether the compulsory education system is good or bad for students.
The problem of the research has slightly lost its relevancy as students are less concerned and less blinded by compulsory schooling. However, the research problem demonstrates a deeper issue of the education system. It reveals that those who study longer receive a better education and might be financially more successful than those who studied less. In this case, it circumstantially proves that over schooling gives more economical advantages in life than unschooling. It was also fascinating to view the problem of education from a completely different angle. In addition, the correlation between the season of birth and enrollment age difference in different states might raise concerns among legislators. As authors themselves suggest, this research proves only a correlation between two variables, and to make a statement about policy efficiency, there has to be more research done. The authors opened up a field for a deeper study into the economic and social effects of compulsory education. Reaction Paper 1
The article researches an alleged flaw in a system of the U.S. compulsory schooling system that has a negative influence on students’ factual level of education and earnings. The study used quantitative data to prove if children born in the first quarter of a year receive less salary and exhibit poorer education levels as compared to children born in other quarters. The evidence is comprised of seasonal patterns and years of birth compared to years of completed education, and high-school graduation and salary. The authors conclude that there is a strong correlation between the compulsory education system and early dropout rates.
The main problem Angrist and Krueger address in their article is the system of compulsory school education that generates a certain imbalance. This imbalance entails students who were born in the first quarter of a year finish their studies earlier than those who were born later in the year. The first assumption is that it correlates with college enrollment rates. In the states, where enrollment requirement is set at 16 years of age the amount of new students in an educational institution of a higher tier is significantly lower than in states with a 17-year limit. The second hypothesis suggests that as a result of a prolonged period of compulsory schooling, students of a second and a third season are more successful at earning a living.
To test the hypothesis, the authors use Two-stage least squares with variation in education as a primary identification source. To double-check the results, the researchers apply ordinary-least squares as well. To determine the statistical significance of the results p-value is calculated. As evidence, they draw official school records for students in two decades: 1930-1939 and 1940-1949. In these periods, they compare years of education a person finished with the year and season of the year he or she was born. Additionally, they use such factors as a number of college graduates, completed masters and doctoral degrees. Weekly wages were used as additional test criterion. However, its significance has proved to be small.
The obvious strength of this research is in its meticulous calculation and the amount of the researched data. The research design was elaborated to deliver the finest and most accurate results. Calculations and thought process are supported by illustrative material to ensure clarity and demonstrativeness. The possible weakness is that it did not manage to give a straightforward answer whether compulsory education system is good or bad for students.
The problem of the research has slightly lost its relevancy as students are less concerned and less blinded by compulsory schooling. However, the research problem demonstrates a deeper issue of the education system. It reveals that those who study longer receive a better education and might be financially more successful than those who studied less. In this case, it circumstantially proves that overschooling gives more economical advantages in life than underschooling. It was also fascinating to view the problem of education from a completely different angle. In addition, the correlation between season of birth and enrollment age difference in different states might raise concern among legislators. As authors themselves suggest, this research proves only a correlation between two variables and to make a statement about a policy efficiency, there has to be more research done. The authors opened up a field for a deeper study into economic and social effects of the compulsory education.