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Author: Cascio, Elizabeth Ulrich

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1.	Anderson, Patricia M. Butcher, Kristin F. Cascio, Elizabeth Ulrich Schanzenbach, Diane Whitmore
1.	Is Being in School Better? The Impact of School on Children's BMI When Starting Age is Endogenous Journal of Health Economics 3,5 (September 2011): 977-986. Also: http://www.sciencedirect.com/science/article/pii/S0167629611000725#sec3 Cohort(s): Children of the NLSY79 Publisher: Elsevier Keyword(s): Age at School Entry; Body Mass Index (BMI); Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Elementary School Students; Obesity; Schooling; Weight In this paper, we investigate the impact of attending school on body weight and obesity using a regression-discontinuity design. As is the case with academic outcomes, school exposure is related to unobserved determinants of weight outcomes because some families choose to have their child start school late (or early). If one does not account for this endogeneity, it appears that an additional year of school exposure results in a greater BMI and a higher probability of being overweight or obese. When we compare the weight outcomes of similar age children with one versus two years of school exposure due to regulations on school starting age, the significant positive effects disappear, and most point estimates become negative, but insignificant. However, additional school exposure appears to improve weight outcomes of children for whom the transition to elementary school represents a more dramatic change in environment (those who spent less time in childcare prior to kindergarten). [Note: The estimation sample in this article is drawn from the Early Childhood Longitudinal Study – Kindergarten Cohort of 1998 (ECLS-K). The authors also estimated their models using the National Longitudinal Survey of Youth 1979 Mother–Child matched file]
	Bibliography Citation Anderson, Patricia M., Kristin F. Butcher, Elizabeth Ulrich Cascio and Diane Whitmore Schanzenbach. "Is Being in School Better? The Impact of School on Children's BMI When Starting Age is Endogenous." Journal of Health Economics 3,5 (September 2011): 977-986.

2.	Cascio, Elizabeth Ulrich
2.	Do Investments in Universal Early Education Pay Off? Long-Term Effects of Introducing Kindergartens into Public Schools NBER Working Paper 14951, National Bureau of Economic Research, May 2009. Also: http://www.nber.org/papers/w14951 Cohort(s): NLSY79 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Age at School Entry; Elementary School Students; Head Start; Preschool Children; Racial Differences In the 1960s and 1970s, many states introduced grants for school districts offering kindergarten programs. This paper exploits the staggered timing of these initiatives to estimate the long-term effects of a large public investment in universal early education. I find that white children aged five after the typical state reform were less likely to be high school dropouts and had lower institutionalization rates as adults. I rule out similar positive effects for blacks, despite comparable increases in their enrollment in public kindergartens in response to the initiatives. The explanation for this finding that receives most empirical support is that state funding for kindergarten crowded out participation in federally-funded early education among the poorest five year olds. […I use these data to construct an indicator for whether a respondent was likely to have attended Head Start at age five (see Appendix).⁴⁰ ⁴⁰These data were used in Garces, Thomas, and Currie (2002). The 1979 National Longitudinal Survey of Youth also asked respondents retrospective questions about Head Start enrollment in the mid-1990s, but covers only cohorts born 1960 through 1964 and does not ask about ages at which enrolled. ]
	Bibliography Citation Cascio, Elizabeth Ulrich. "Do Investments in Universal Early Education Pay Off? Long-Term Effects of Introducing Kindergartens into Public Schools." NBER Working Paper 14951, National Bureau of Economic Research, May 2009.

3.	Cascio, Elizabeth Ulrich
3.	Quasi-Experimental Analyses of Early Schooling Investments Ph.D. Dissertation, University of California - Berkeley, 2003. DAI-B 64/10, p. 4752, Apr 2004 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Age at School Entry; Armed Forces Qualifications Test (AFQT); Childhood Education, Early; Education; Educational Returns; Labor Market Demographics; Preschool Children; Racial Differences; School Entry/Readiness; Schooling; State-Level Data/Policy This dissertation draws quasi-experiments from the history of American education to estimate the returns to public investments in the formal schooling of young children. The first chapter analyzes the returns to preschool provision. During the late 1960s and early 1970s, most states in the American South began funding public school kindergartens for the first time, contributing to sizable and rapid increases in kindergarten attendance in the region. Using variation in the timing of state funding initiatives, I find large reductions in grade retention rates among southern blacks aged five near the time of the reform. Similar analyses show a smaller effect on grade progression for southern whites, and little, if any, effect on early high school dropout rates for children of either race. Effects on black grade progression are similar to those observed for targeted, high quality early interventions, though not large enough to justify universal access to the program. The second chapter, co-authored with Ethan Lewis, uses school entry legislation to estimate the effect of a year of schooling on standardized test performance during high school. Because entry laws specify an exact date, they generate sharp differences in average age at school entry, and therefore in average completed schooling among enrolled students of nearly the same chronological age. Constructing comparisons using this regression discontinuity and the National Longitudinal Survey of Youth, we find that a year of schooling during late adolescence yields small gains to performance on the Armed Forces Qualifying Test. Effects are sufficiently small to argue that age-adjusted scores yield an unbiased measure of skill upon labor market entry and that a year of schooling has a larger effect on attainment when a child is young. The third and final chapter estimates the reliability of the standard proxy for grade repetition, whether a child is enrolled below grade given his age. I find that roughly 80 percent of students are correctly classified by the proxy. School entry legislation plays a key role in misclassification, which will impart severe attenuation bias on regression coefficients in applications where below grade is used as an outcome or explanatory variable.
	Bibliography Citation Cascio, Elizabeth Ulrich. Quasi-Experimental Analyses of Early Schooling Investments. Ph.D. Dissertation, University of California - Berkeley, 2003. DAI-B 64/10, p. 4752, Apr 2004.

4.	Cascio, Elizabeth Ulrich Lewis, Ethan Gatewood
4.	Schooling and the AFQT: Evidence From School Entry Laws Working Paper No. 05-1, Federal Reserve Bank of Philadelphia, January 2005. Also: http://www.phil.frb.org/files/wps/2005/wp05-1.pdf; Also IZA Discussion Paper No. 1481. Cohort(s): NLSY79 Publisher: Federal Reserve Bank of Philadelphia Keyword(s): Age at School Entry; Armed Forces Qualifications Test (AFQT); Armed Services Vocational Aptitude Battery (ASVAB); I.Q.; Racial Differences; Schooling; Tests and Testing Permission to reprint the abstract has not been received from the publisher. Is the Armed Forces Qualifying Test (AFQT) a measure of achievement or ability? The answer to this question is critical for drawing inferences from studies in which it is employed. In this paper, we test for a relationship between schooling and AFQT performance in the NLSY 79 by comparing test-takers with birthdays near state cutoff dates for school entry. We instrument for schooling at the test date with academic cohort—the year in which an individual should have entered first grade—in a model that allows age at the test date to have a direct effect on AFQT performance. This identification strategy reveals large impacts of schooling on the AFQT performance of racial minorities, providing support for the hypothesis that the AFQT measures school achievement.
	Bibliography Citation Cascio, Elizabeth Ulrich and Ethan Gatewood Lewis. "Schooling and the AFQT: Evidence From School Entry Laws." Working Paper No. 05-1, Federal Reserve Bank of Philadelphia, January 2005.

5.	Cascio, Elizabeth Ulrich Lewis, Ethan Gatewood
5.	Schooling and the Armed Forces Qualifying Test: Evidence from School-Entry Laws The Journal of Human Resources 41,2 (Spring 2006): 294-318. Also: http://www.jstor.org/stable/40057277 Cohort(s): NLSY79 Publisher: University of Wisconsin Press Keyword(s): Age at School Entry; Armed Forces Qualifications Test (AFQT); Ethnic Differences; High School; Minorities; Racial Differences; School Entry/Readiness; Schooling; State-Level Data/Policy How much can late schooling investments close racial and ethnic skill gaps? We investigate this question by exploiting the large differences in completed schooling that arise among teenagers with birthdays near school-entry cutoff dates. We estimate that an additional year of high school raises the Armed Forces Qualifying Test (AFQT) scores of minorities in the NLSY79 by 0.31 to 0.32 standard deviations. These estimates imply that closing existing racial and ethnic gaps in schooling could close skill gaps by between 25 and 50 percent. Our approach also uncovers a significant direct effect of season of birth on test scores, suggesting that previous estimates using season of birth as an instrument for schooling are biased.
	Bibliography Citation Cascio, Elizabeth Ulrich and Ethan Gatewood Lewis. "Schooling and the Armed Forces Qualifying Test: Evidence from School-Entry Laws." The Journal of Human Resources 41,2 (Spring 2006): 294-318.

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