Birth order, parental health investment, and health in childhood.

We analyze the relationship between birth order, parental health investment and children's health using administrative data from Austria. We show that later-born children have better health endowments at birth. They are less likely born preterm or with a low birth weight, and less likely hospitalized for perinatal conditions. We also find significant birth order differences in parental health investment in early childhood. Later-born children are less likely to participate in preventive medical screenings and their vaccine uptake rates are lower. Our analysis indicates that these birth order differences in parental health investments are not driven by children's health endowments. Thus, we do not find evidence for compensatory behavior of parents. We discuss alternative explanations, such as the role of resource constraints. Furthermore, we show, that the initial health inequalities extend into middle childhood. Later-born children show a better health status in school health checks, they consume less medication and are less often hospitalized.

The effect of prenatal maternity leave on short and long-term child outcomes.

Maternity leave policies are designed to safeguard the health of pregnant workers and their unborn children. We evaluate a maternity leave extension in Austria which increased mandatory prenatal leave from 6 to 8 weeks. We exploit that the assignment to the extended leave was determined by a cutoff date. We find no evidence for significant effects of this extension on children's health at birth or long-term health and labor market outcomes. Subsequent maternal health and fertility are also unaffected. We conclude that employment during the 33rd and 34th week of gestation is not harmful for expecting mothers (without major problems in pregnancy) and their unborn children.

The Causal Effect of Education on Health: What is the Role of Health Behaviors?

We investigate the causal effect of education on health and the part of it that is attributable to health behaviors by distinguishing between short-run and long-run mediating effects: whereas, in the former, only behaviors in the immediate past are taken into account, in the latter, we consider the entire history of behaviors. We use two identification strategies: instrumental variables based on compulsory schooling reforms and a combined aggregation, differencing, and selection on an observables technique to address the endogeneity of both education and behaviors in the health production function. Using panel data for European countries, we find that education has a protective effect for European men and women aged 50+. We find that the mediating effects of health behaviors-measured by smoking, drinking, exercising, and the body mass index-account in the short run for around a quarter and in the long run for around a third of the entire effect of education on health.

Does education improve cognitive performance four decades after school completion?

We study the effect of secondary education on cognitive performance toward the end of working age. We exploit the exogenous variation in years of schooling arising from compulsory schooling reforms implemented in six European countries during the 1950s and 1960s. Using data of individuals, approximately age 60, from the Survey of Health, Ageing and Retirement in Europe (SHARE), we assess the causal effect of education on memory, fluency, numeracy, and orientation-to-date. Furthermore, we study education effects on cognitive decline. We find a positive impact of schooling on memory scores. One year of education increases the memory score approximately four decades later by about 0.2, which amounts to 10 % of a standard deviation. Furthermore, we find some evidence for a protective effect of schooling on cognitive decline in terms of verbal fluency.

Girls, girls, girls: Gender composition and female school choice.

Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades.