The seminar MAEES4.2 Seminar Causal Inference and Policy Evaluation unfortunately was canceled due to a lack of staff in the summer semester 2025.

The seminar B-EMIK-2 Seminar B Empirical Microeconomics: Topics in Empirical Microeconomics unfortunately has to be canceled due to a lack of staff in the summer semester 2024.

Social Inclusion as Return to Education in the National Educational Panel Study (NEPS)

Abstract

In the overarching framework of returns to education covered in the National Educational Panel Study (NEPS), social inclusion represents one of several dimensions of so-called nonmonetary returns. By implementing this research scheme in the NEPS surveys, we pursue the goal of providing data that allow scholars to examine social inclusion as a (causal) educational return and trust as associated mechanism. To do so, it is necessary to implement adequate and relevant instruments in the NEPS studies. In this paper, we outline the theoretical framework for social inclusion as a return to education. Furthermore, we introduce the measurement concept for all starting cohorts (SC) of the NEPS and present first descriptive analyses of the corresponding items.

Keywords: Returns to education, NEPS, social inclusion, social participation, social belonging, trust

https://doi.org/10.5157/NEPS:SP100:1.0 

Revisiting the causal effect of education on political participation and interest

Abstract:

Many studies suggest a relationship between education and political participation, but only some address causality. We add to this by re-examining the German case. For identification, we exploit an exogenous increase in compulsory schooling, and use data from the National Educational Panel Study (NEPS). The data enable analyses that do not rely solely on the conversion of school-leaving qualifications into schooling duration but use the individuals’ actual length of schooling as part of their educational biographies. Our results indicate that the well-known association between education and political participation partially reflects causal effects.

Keywords: School reform, political participation, IV estimation, returns to education, Germany

https://doi.org/10.1080/09645292.2022.2141199