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Author: Sidhu, Nirmal S.
Resulting in 2 citations.
1. Auld, M. Christopher
Sidhu, Nirmal S.
Schooling, Cognitive Ability and Health
Health Economics 14,10 (October 2005): 1019-1034.
Also: http://www3.interscience.wiley.com/cgi-bin/abstract/112092939/ABSTRACT?CRETRY=1&SRETRY=0
Cohort(s): NLSY79
Publisher: Wiley Online
Keyword(s): Armed Forces Qualifications Test (AFQT); Cognitive Ability; Endogeneity; Health Factors; Health/Health Status/SF-12 Scale; Schooling

Permission to reprint the abstract has not been received from the publisher.

A large literature documents a strong correlation between health and educational outcomes. In this paper we investigate the role of cognitive ability in the health-education nexus. Using NLSY data, we show that one standard deviation increase in cognitive ability is associated with roughly the same increase in health as two years of schooling and that cognitive ability accounts for roughly one quarter of the association between schooling and health. Both schooling and ability are strongly associated with health at low levels but less related or unrelated at high levels. Estimates treating schooling as endogenous to health suggest that much of the correlation between schooling and health is attributable to unobserved heterogeneity; the causal effect of schooling on health is large only for respondents with low levels of schooling and low cognitive ability. An implication is that policies which increase schooling will only increase health to the extent that they increase the education of poorly-educated individuals. Subsidies to college education, for example, are unlikely to increase population health. Copyright (c) 2005 John Wiley & Sons, Ltd.

Unpublished version, June 2004: http://129.3.20.41/eps/hew/papers/0406/0406001.pdf

Bibliography Citation
Auld, M. Christopher and Nirmal S. Sidhu. "Schooling, Cognitive Ability and Health." Health Economics 14,10 (October 2005): 1019-1034.
2. Sidhu, Nirmal S.
The Role of Cognitive Ability in the Health-Education Nexus
M.A. Thesis, University of Calgary (Canada), 2004. MAI 43/02, p. 419, Apr 2005
Cohort(s): NLSY79
Publisher: UMI - University Microfilms, Bell and Howell Information and Learning
Keyword(s): Cognitive Ability; Endogeneity; Health Factors; Schooling

This thesis, using the National Longitudinal Survey of Youth (NLSY), examines the role of cognitive ability in the health-education nexus and tries to estimate the effect of cognitive ability on health. The results of our study suggest that though schooling is still associated with health, this association is reduced by about half with inclusion of cognitive ability. The effect of cognitive ability on health is more stable and robust to different measures of health. Therefore, the well-documented association between health and schooling is partially attributable to cognitive ability. However, when schooling is treated as endogenous to health, cognitive ability is no longer statistically related to health but schooling appears to cause better health. We also find that studies that do not control for cognitive ability in the schooling equation, or in both the schooling and the health equation, tend to overestimate the association between schooling and health.
Bibliography Citation
Sidhu, Nirmal S. The Role of Cognitive Ability in the Health-Education Nexus. M.A. Thesis, University of Calgary (Canada), 2004. MAI 43/02, p. 419, Apr 2005.