DSpace - Tor Vergata: Item 2108/361

Please use this identifier to cite or link to this item: http://hdl.handle.net/2108/361

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DC Field	Value	Language
contributor.author	Sanz de Galdeano, Anna	-
contributor.author	Vuri, Daniela	-
date.accessioned	2007-07-30T14:06:20Z	-
date.available	2007-07-30T14:06:20Z	-
date.issued	2006-03	-
identifier.uri	http://ssrn.com/abstract=897504	-
identifier.uri	http://hdl.handle.net/2108/361	-
description.abstract	In this paper we analyse data from the National Education Longitudinal Study to investigate whether experiencing parental divorce during adolescence has an adverse impact on students’ performance on standardized tests. To account for the potential endogeneity of parental divorce we employ double and triple differences models that rely on observing teenagers from intact and divorced backgrounds before and after the divorce occurs. We find that parental divorce does not negatively affect teenagers’ cognitive skills. Our results also suggest that cross-section estimates overstate the detrimental effect of parental divorce.	en
format.extent	969184 bytes	-
format.mimetype	application/pdf	-
language.iso	en	en
publisher	CEIS	en
relation.ispartofseries	CEIS Tor Vergata Research Paper; 81	en
subject	divorce	en
subject	difference in differences	en
subject	cognitive development	en
subject.classification	SECS-P/06; Economia applicata	en
title	Parental divorce and students' performance: evidence form longitudinal data	en
type	Article	en
subject.jel	J12; Marriage, marital dissolution	en
subject.jel	C23; Models with panel data	en
Appears in Collections:	Research papers

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