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Grading Bias and Young Adult Mental Health
Various grading reforms and trends of more lenient grading have contributed to grade inflation in Sweden and other countries. Previous research shows that over-grading increases higher education enrolment, achievements and earnings, but no study has yet addressed the potential impact of grading bias on health. In this paper, we hypothesize that over-grading has a protective impact on mental health, either through a direct effect of performance feedback, or through mechanisms such as self-efficacy and university admission distortions. We test this hypothesis using Swedish individual-level register data for individuals graduating from upper secondary school in the years 2001-2004. Grading bias...
Child Mental Health
The prevalence of mental ill-health is increasing among young people in many developed countries, raising concerns about their well-being. Experts have pointed to several potential contributing factors, including a heightened emphasis on educational achievement and performance evaluation, as well as shifting demands in the high-skilled job market. In this paper, we study the effect of introducing earlier grades in compulsory school on child mental health in Sweden. To do so, we exploit a grading reform in Swedish compulsory schools in which grades were introduced at an earlier age, in 6th grade instead of 8th grade as was previously the case. The reform provides a situation where the age at ...
Education and Health
We investigate two parallel school reforms in Sweden to assess the long-run health effects of education. One reform only increased years of schooling, while the other increased years of schooling but also removed tracking leading to a more mixed socioeconomic peer group. By differencing the effects of the parallel reforms we can separate the effect of de-tracking and peers from that of more schooling. We find that the pure years of schooling reform reduced mortality and improved current health. Differencing the effects of the reforms shows significant differences in the estimated impacts, suggesting that de-tracking and subsequent peer effects resulted in worse health.
Prying Open Fortress Europe
Prying Open Fortress: The Turn to Sectoral Labor Migration is unique in the field of migration studies since it traces the microeconomic motivations of the relevant economic actors who influence labor migration policy. The book updates the study of the political economy of immigration through a focus on the central and pro-active role of employers, exploring how they interact with trade unions and government to reconfigure the labor migration paradigm in Western Europe. By doing so, it is attentive to the logic behind their strategies, being sensitive to macroeconomic changes that produce sectorally variant policy outcomes. Beyond offering a micro-economically informed explanation for immigr...
Impact of a Tertiary Eligibility Threshold on Tertiary Education and Earnings
This study uses a discontinuity in the Swedish tertiary eligibility requirement to estimate the probability of enrolling in tertiary education, and the payoff thereof. Regression discontinuity results, show that achieving tertiary eligibility in upper-secondary education, increases the probability of enrolling in tertiary education by around 10-15 and 7 percentage points for students who enrolled on an academic and vocational track, respectively. For academic students, this implies 5% higher earnings for men, while for women it increases the probability of having positive incomes by 2%. Thus, academic students at the margin of tertiary education receive a substantial tertiary education payoff.
Labour Market Trends
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Adolescent Mental Health
The prevalence of mental illness is increasing among adolescents in many developed countries, and factors such as increased academic pressure and earlier introduction of performance evaluation may in part explain this trend. We study the effect of introducing earlier grades in compulsory school on adolescent mental health in Sweden. To do so, we exploit a grading reform in Swedish schools in which grades were introduced in 6th grade instead of 8th grade. Controlling for potential age effects in a difference-in-discontinuities setup, we show that girls who are exposed to earlier grades are more likely to be diagnosed with depression or anxiety by the end of compulsory school. We do not find similar effects among boys. These results indicate that the mental well-being of girls may be particularly influenced by educational assessments such as grades during early years, which suggests that potential health effects of different grading systems should be considered.
