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

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contributor.authorSanz de Galdeano, Anna-
contributor.authorVuri, Daniela-
date.accessioned2007-07-30T14:06:20Z-
date.available2007-07-30T14:06:20Z-
date.issued2006-03-
identifier.urihttp://ssrn.com/abstract=897504-
identifier.urihttp://hdl.handle.net/2108/361-
description.abstractIn 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.extent969184 bytes-
format.mimetypeapplication/pdf-
language.isoenen
publisherCEISen
relation.ispartofseriesCEIS Tor Vergata Research Paper; 81en
subjectdivorceen
subjectdifference in differencesen
subjectcognitive developmenten
subject.classificationSECS-P/06; Economia applicataen
titleParental divorce and students' performance: evidence form longitudinal dataen
typeArticleen
subject.jelJ12; Marriage, marital dissolutionen
subject.jelC23; Models with panel dataen
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