The Persistent Legacy of the Fallen Empires. Assessing the Effects of Poland's Historical Partitions on Contemporary Social Norms Regarding Education

Mikołaj Herbst

doi:10.2478/ceej-2021-0023

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The Persistent Legacy of the Fallen Empires. Assessing the Effects of Poland's Historical Partitions on Contemporary Social Norms Regarding Education

Central European Economic Journal

Volume 8 (2021): Issue 55 (January 2021)

By: Mikołaj Herbst

Open Access

|Nov 2021

Figures & Tables

Municipal average scores on 9^th-grade test in mathematics (2015) as a percent of maximum achievable score

Table 1

Mean values and standard deviations of the scores on 9th-grade test in mathematics (2015)^*

	Mean	Sd
Austrian partition	0.180	0.904
Prussian partition	−0.072	0.980
Russian partition	0.053	1.021
Territories acquired after WWII	−0.163	1.020
All territories	0.000	1.000
N	6,304

* Descriptive statistics refer to scores aggregated at the school level, weighted by number of students, and standardized at the country level

Table 2

Distributions of independent variables by partition.

	Austrian	Prussian	Russian	Total
Living in metropolis (% yes)^***	11.11	5.97	14.73	11.6
Living in countryside (% yes)^***	48.15	29.85	35.66	36.8
Parent's gender (%)
Female	88.52	85.97	86.43	86.76
Male	11.48	14.03	13.57	13.24
Student's gender (%)^*
Female	49.26	56.57	51.32	52.28
Male	50.74	43.43	48.68	47.72
Living with both parents (% yes)^***	91.67	83.58	86.28	86.72
No of children in the family (%)^*
1	36.11	33.13	40.47	37.56
2	44.07	47.16	41.01	43.32
3	14.44	14.48	14.65	14.56
4 or more	5.38	5.23	3.9	4.56
Middle school grade (%)
8^th	52.22	50.9	48.37	49.88
9^th	47.78	49.1	51.63	50.12
Mother's education (%)^***
Primary	1.85	2.84	3.18	2.8
Basic vocational	20.19	31.49	21.24	23.76
General secondary	14.07	19.7	16.67	16.92
Secondary vocational	26.48	20.45	25.27	24.24
Bachelor	7.78	5.37	7.83	7.16
Master or higher	29.07	19.55	25.58	24.72
Unspecified	0.56	0.6	0.23	0.4
Father's education (%)^**
Primary	3.52	4.18	4.89	4.4
Basic vocational	34.26	43.58	35.66	37.48
General secondary	6.3	6.87	8.53	7.6
Secondary vocational	33.15	24.93	26.74	27.64
Bachelor	4.07	3.28	5.66	4.68
Master or higher	17.41	15.67	17.05	16.76
Unspecified	1.29	1.49	1.47	1.44
Teacher in the family (% yes)^***	29.07	18.51	24.65	23.96
Still living in the birthplace (% yes)^***	71.48	60.75	62.48	63.96
School satisfaction^***	26.48	17.91	18.68	20.16
Attitude towards partitions^***	42.78	43.13	25.81	34.12
General trusts variable^***	33.33	29.70	23.80	27.44

* p < 0.05,

** p < 0.01,

*** p < 0.001 refer to the Chi2 test of independence between the explanatory variable and the partition

Table 3

Attitudes towards education in Austrian vs. other partitions. Results of logit estimation

	(1)	(2)	(3)
	High perceived returns to education	Priority to formative education	Trust in educational institutions
Main explanatory variable
Austrian partition	−0.336^* (0.141)	0.576^*** (0.142)	0.682^*** (0.124)
Individual & family characteristics
Living in metropolis	−0.200 (0.185)	−0.139 (0.217)	−0.0120 (0.183)
Living in countryside	−0.0845 (0.122)	0.0960 (0.139)	−0.199 (0.124)
Parent's gender (male)	−0.220 (0.172)	0.411^* (0.173)	−0.0103 (0.166)
Student's gender (male)	−0.491^*** (0.112)	−0.126 (0.127)	0.0886 (0.111)
Living with both parents	0.0690 (0.168)	−0.198 (0.181)	0.0628 (0.169)
No of children in the family	0.0613 (0.0405)	−0.0890 (0.0691)	0.0142 (0.0440)
Grade (9th vs 8th)	−0.0895 (0.109)	−0.177 (0.126)	−0.0315 (0.110)
Having teachers in the family	0.543^*** (0.127)	−0.309 (0.168)	0.428^** (0.133)
Living in the birthplace	−0.268^* (0.115)	0.0138 (0.136)	−0.0871 (0.118)
Parental education (vs. primary or basic vocational)
Mother: General secondary	0.535^** (0.206)	−0.108 (0.233)	−0.284 (0.204)
Mother: Secondary vocational	0.467^* (0.186)	0.207 (0.191)	−0.0587 (0.170)
Mother: Bachelor	1.154^*** (0.234)	0.0411 (0.298)	0.0562 (0.248)
Mother: Master or higher	0.725^*** (0.210)	0.328 (0.242)	0.0223 (0.207)
Father: General secondary	−0.109 (0.247)	−0.278 (0.299)	−0.104 (0.252)
Father: Secondary vocational	0.237 (0.151)	−0.133 (0.175)	−0.221 (0.156)
Father: Bachelor	0.234 (0.264)	−0.156 (0.336)	−0.673^* (0.337)
Father: Master or higher	0.240 (0.193)	−0.151 (0.243)	0.0421 (0.203)
_cons	−1.150^** (0.361)	−1.848^*** (0.404)	−1.816^*** (0.358)
N	2500	2500	2500

Standard errors in parentheses

* p < 0.05,

** p < 0.01,

*** p < 0.001

Table 4

Effect of Austrian partition on norms towards education: predicted probability contrast

	(1)	(2)	(3)
	High perceived returns to education	Priority to formative education	Trust in educational institutions
Not Austrian partiton	0.184^*** (0.00859)	0.103^*** (0.00687)	0.141^*** (0.00786)
Austrian Partition	0.141^*** (0.0146)	0.169^*** (0.0165)	0.244^*** (0.0188)
Austrian vs Not Austrian probability contrast	−0.0431^* (0.0171)	0.0659^*** (0.0180)	0.103^*** (0.0205)

Standard errors in parentheses

* p < 0.05,

** p < 0.01,

*** p < 0.001

RDD plot with discontinuity at former borders between partitions

Table A1

Results of RDD estimations

	(1)	(2)	(3)	(4)	(5)	(6)
	Austrian vs Russian			Prussian vs Russian
Treatment status
Austrian/Prussian partition 0.298^*** 0.128^*	0.413^*** (0.0901)	0.354^*** (0.0866)	0.135^* (0.0524)	0.0383 (0.0912)	0.0721 (0.0908)	0.0194 (0.0468)
Running variable
Distance from the border (1)	0.000190 (0.00265)	0.00275 (0.00258)	0.00105 (0.00156)	−0.000896 (0.00265)	0.00172 (0.00264)	0.00303^* (0.00136)
Distance from the border (2)	0.000346 (0.00192)	−0.00152 (0.00185)	−0.00158 (0.00111)	−0.00165 (0.00213)	−0.00130 (0.00209)	−0.00392^*** (0.00108)
Characteristics of school community
Percent of boys	−1.237^*** (0.246)	−1.279^*** (0.236)	−0.0183 (0.144)	−1.200^*** (0.314)	−1.250^*** (0.309)	0.0961 (0.161)
School size	0.00483^*** (0.000473)	0.00304^*** (0.000491)	−0.00130^*** (0.000310)	0.00170^** (0.000560)	0.00120^* (0.000590)	−0.00142^*** (0.000308)
Percent of dyslectic students	1.711^*** (0.239)	0.637^* (0.248)	−0.332^* (0.151)	0.930^** (0.337)	0.634 (0.337)	0.0164 (0.174)
Municipal level characteristics
Municipal population (log)		0.0411 (0.0345)	−0.0303 (0.0208)		0.00476 (0.0339)	−0.105^*** (0.0176)
Percent of families receiving social aid		−1.897^* (0.790)	−0.403 (0.477)		−0.485 (0.602)	0.0362 (0.310)
Municipal revenues (log)		0.0622 (0.73)	−0.0778 (−1.51)		0.0137 (0.102)	−0.0160 (0.0527)
Percent of degree holders		2.654^*** (0.656)	0.756 (0.397)		3.503^*** (0.910)	1.168^* (0.471)
Value-added
Average score in 6^th grade			0.280^*** (0.00601)			0.289^*** (0.00518)
_cons	−0.0412 (0.146)	−0.957 (0.545)	−5.629^*** (0.343)	0.272 (0.177)	−0.296 (0.657)	−5.686^*** (0.352)
N	1245	1245	1245	1138	1138	1138
R-sq	0.210	0.283	0.740	0.032	0.070	0.753

Standard errors in parentheses.

* p < 0.05,

** p < 0.01,

*** p < 0.001

References

Authors

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Articles in this issue

DOI: https://doi.org/10.2478/ceej-2021-0023 | Journal eISSN: 2543-6821 | Journal ISSN: 2544-9001

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Language: English

Page range: 330 - 351

Published on: Nov 1, 2021

Published by: Faculty of Economic Sciences, University of Warsaw

In partnership with: Paradigm Publishing Services

Keywords:

norms regarding education,

persistence,

19th century

JEL:

I20,

N63,

N93

Related subjects:

Business and economics,

Political economics,

Economic theory, systems and structures,

Microeconomics,

Macroeconomics,

Economic policy

© 2021 Mikołaj Herbst, published by Faculty of Economic Sciences, University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Volume 8 (2021): Issue 55 (January 2021)

The Persistent Legacy of the Fallen Empires. Assessing the Effects of Poland's Historical Partitions on Contemporary Social Norms Regarding Education

Figures & Tables

Figure 1

Table 1

Table 2

Table 3

Table 4

Figure A1

Table A1

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