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Schooling, cognitive ability and health.

M Christopher Auld1, Nirmal Sidhu

  • 1University of Calgary, Alberta, Canada. auld@ucalgary.ca

Health Economics
|September 17, 2005
PubMed
Summary

Cognitive ability significantly impacts health outcomes, comparable to years of schooling. This suggests educational policies should target individuals with lower education levels to improve population health.

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Area of Science:

  • Health Economics
  • Educational Attainment
  • Cognitive Science

Background:

  • A strong correlation exists between health and educational outcomes in existing literature.
  • The specific role of cognitive ability in this health-education relationship requires further investigation.

Purpose of the Study:

  • To investigate the influence of cognitive ability on the link between education and health.
  • To quantify the contribution of cognitive ability to the observed association between schooling and health outcomes.

Main Methods:

  • Utilized data from the National Longitudinal Survey of Youth (NLSY).
  • Employed statistical analyses to assess the relationship between cognitive ability, schooling, and health.
  • Accounted for potential endogeneity of schooling in health estimations.

Main Results:

  • A one standard deviation increase in cognitive ability is associated with a health increase equivalent to two years of schooling.
  • Cognitive ability explains approximately one-quarter of the schooling-health association.
  • The association between schooling and health is strongest at lower levels of both, diminishing at higher levels.

Conclusions:

  • Cognitive ability plays a substantial role in the health-education nexus.
  • Policies aimed at improving population health through education should prioritize individuals with lower educational attainment and cognitive ability.
  • Universal subsidies for higher education may have limited impact on overall population health.

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