Conscription and educational outcomes

Area of Science:

• Economics
• Sociology
• Education Policy

Background:

• Peacetime military service presents a complex interplay of academic skill depreciation and non-cognitive skill enhancement.
• Identifying the net effect of conscription on human capital is challenging due to self-selection, endogenous timing, and omitted variables bias.

Purpose of the Study:

• To investigate the causal effect of compulsory military service on men's subsequent academic performance.
• To address methodological challenges including self-selection and omitted variables bias in estimating the impact of military conscription.

Main Methods:

• Utilized compulsory military service data from the Republic of Cyprus preceding university enrollment.
• Employed a selection on observables model controlling for prior academic performance and other factors.
• Applied difference-in-differences models using female students as a control group to address omitted variables bias, analyzing exogenous reforms in military service duration.

Main Results:

• Military service duration positively and significantly affects men's subsequent academic performance, as measured by grade point average.
• Exogenous increases in military service length were associated with improved academic performance, while reductions led to negative effects.

Conclusions:

• Compulsory military service, despite potential academic skill depreciation, can enhance overall human capital, particularly academic performance.
• Policy reforms affecting military service duration have a demonstrable and significant impact on men's educational outcomes.