There are many possible pathways between parental education, income, and health, and between child health and education, but only some of them have been explored in the literature. This essay focuses on links between parental socioeconomic status (as measured by education, income, occupation, or in some cases area of residence) and child health, and between child health and adult education or income. Specifically, I ask two questions: What is the evidence regarding whether parental socioeconomic status affects child health? And, what is the evidence relating child health to future educational and labor market outcomes? I show that there is now strong evidence of both links, suggesting that health could play a role in the intergenerational transmission of economic status.

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Healthy, Wealthy, and Wise: Socioeconomic Status, Poor Health in Childhood, and Human Capital Development

My focus is on the degree to which increasing inequality in the high-income countries, particularly in the United States, is likely to limit economic mobility for the next generation of young adults. I discuss the underlying drivers of opportunity that generate the relationship between inequality and intergenerational mobility. The goal is to explain why America differs from other countries, how intergenerational mobility will change in an era of higher inequality, and how the process is different for the top 1 percent. I begin by presenting evidence that countries with more inequality at one point in time also experience less earnings mobility across the generations, a relationship that has been called “The Great Gatsby Curve.” The interaction between families, labor markets, and public policies all structure a child's opportunities and determine the extent to which adult earnings are related to family background—but they do so in different ways across national contexts. Both cross-country compa...

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Income Inequality, Equality of Opportunity, and Intergenerational Mobility

This chapter seeks to set out what Economists have learned about the effects of early childhood influences on later life outcomes, and about ameliorating the effects of negative influences. We begin with a brief overview of the theory which illustrates that evidence of a causal relationship between a shock in early childhood and a future outcome says little about whether the relationship in question biological or immutable. We then survey recent work which shows that events before five years old can have large long term impacts on adult outcomes. Child and family characteristics measured at school entry do as much to explain future outcomes as factors that labor economists have more traditionally focused on, such as years of education. Yet while children can be permanently damaged at this age, an important message is that the damage can often be remediated. We provide a brief overview of evidence regarding the effectiveness of different types of policies to provide remediation. We conclude with a list of some of (the many) outstanding questions for future research. Hard-copy subscribers may access the tables for this paper here.

Human Capital Development Before Age Five

https://hceconomics.uchicago.edu/sites/default/files/file_uploads/2_HO_Corak_2013_Income-Inequality-JEP-HO_STATIC_2016-01-02a_jld.pdf

Extract from \Income Inequality, Equality of Opportunity, and Intergenerational Mobility"

The 1958 birth cohort or the National Child Development Study (NCDS) began as a study of Perinatal Mortality focussing on just over 17 000 births in a single week in 1958. To address concerns regarding the stillbirth rate not falling, the original study aimed to identify social and obstetric factors linked to stillbirth and neonatal death. The findings contributed to the improvement of maternity services in Britain and to a reduction in perinatal mortality. 1 The initial survey was not planned as a longitudinal study, but subsequently the National Children’s Bureau was commissioned by the Central Advisory Council for Education (The Plowden Committee) to retrace the cohort at age 7 and monitor their educational, physical, and social development. 2

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Cohort profile: 1958 British birth cohort (National Child Development Study)

Social Mobility: Concepts, Measures and Policies

The book compares whether and how parents' resources transmit advantage to their children at different stages of development and sheds light on the structural differences among countries that may influence intergenerational mobility.

Persistent Inequality? A Comparison of the Impact of Family background on Children's Outcomes in the UK and Australia

We analyse in detail the factors that lead to intergenerational persistence among sons, where this is measured as the association between childhood family income and later adult earnings. We seek to account for the level of income persistence in the 1970 BCS cohort and also to explore the decline in mobility in the UK between the 1958 NCDS cohort and the 1970 cohort. The mediating factors considered are cognitive skills, non-cognitive traits, educational attainment and labour market attachment. Changes in the relationships between these variables, parental income and earnings are able to explain over 80% of the rise in intergenerational persistence across the cohorts. Intergenerational mobility is the degree of fluidity between the socio-economic status of

Persistence: noncognitive skills, ability and education*

This chapter provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socioeconomic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the COVID-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.

Educational Inequality*

This research was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government policy and may make reference to the Department for Children, Schools and Families (DCSF) which has now been replaced by the Department for Education (DfE). The views expressed in this report are those of the authors' and do not necessarily reflect those of the Department for Education.

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Research on the Intergenerational Links in the Every Child Matters Outcomes. Report to the Department of Children, Schools and Families. CEE Special Report 005.

Jo Blanden

Papers

Social Mobility: Concepts, Measures and Policies

Persistent Inequality? A Comparison of the Impact of Family background on Children's Outcomes in the UK and Australia

Persistence: noncognitive skills, ability and education*

Educational Inequality*

Research on the Intergenerational Links in the Every Child Matters Outcomes. Report to the Department of Children, Schools and Families. CEE Special Report 005.