Page 18 - Education for Development:George Psacharopoulos University of Illinois at Urbana-Champaign, USA

16 ᐿ࿲ၾආӉj઺ԃٙɢඎ

one-third to one-half (Lochner, 2011).

Relative to a high school graduate, an extra year of college reduces the
likelihood of a low birthweight child by about 20% and pre-term birth by about
15%. An extra year of college reduces smoking during pregnancy by roughly

one- third and increases the incidence of prenatal care by 3% (Currie and
Moretti, 2003).
More educated mothers spend more time with their children than less

educated mothers (Kalil, Ryan, and Corey, 2010). As a result, parenting is
the most important determinant for children’s cognitive and non-cognitive
development, even among families with similar incomes (Cunha and Heckman,
2009, Angrist and Lavy, 1996; Murnane 1981, Edwards and Grossman 1980).

In addition, more educated parents have healthier children (Currie and Stabile,
2003; Lubotsky and Paxson 2002).

Increased schooling is negatively correlated with fertility resulting in fewer
children. The reason can be traced to a trade-off between the number of children
and parental investment per child that (Becker and Lewis 1973; Becker and
Tomes 1976).

Educating one member of society is associated with a series of benefits
that accrue not only to the educated person but also to others. Including such

externalities would raise the traditionally estimate social rate of return to
education.
One well documented non-market effect is that educating women reduces
fertility and child mortality. In Pakistan, it has been found that giving 1000

girls one extra year of schooling reduces fertility and child mortality rates by
about 8% (Summers, 1992). In Taiwan mothers with 9 vs. 6 years of education

resulted in saving one child life per 1000 births (Chou et al., 2010). A child born
to a mother who can read stands a 50% greater chance of surviving past age five