"Wealth-being" single-parents and education policies
sradomska
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Mar 11, 2025
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About This Presentation
"Wealth-being" single-parents and education policies
Slide Content
′′
Wealth-being
′′
single-parents and education policies
Sylwia Radomska
1,3
Eva Sierminska
1,2
1
Institute of Economics, Polish Academy of Sciences
2
Luxembourg Institute of Socio-Economic Research (LISER)
3
FAME|GRAPE
2ND III/LIS COMPARATIVE ECONOMIC INEQUALITY CONFERENCE, February 2025
1 / 32
Wealth-being
′′
single-parents and education policies
Sylwia Radomska
1,3
Eva Sierminska
1,2
1
Institute of Economics, Polish Academy of Sciences
2
Luxembourg Institute of Socio-Economic Research (LISER)
3
FAME|GRAPE
2ND III/LIS COMPARATIVE ECONOMIC INEQUALITY CONFERENCE, February 2025
1 / 32
Motivation
Motivation
•The number of single-parent households has increased since 1980 [graph
SP historySP LWS].
•‘The triple bind of single-parent families’(Nieuwenhuis & Maldonado, 2018)
•single parents hold half of what couples with children have
•children from single-parent families being most disadvantaged
•Education level significantly impacts income and wealth accumulation.
•Higher education leads to higher earnings (’college premium’)
•Countries with paid higher education finance systems have higher tuition fees, affecting wealth accumulation
(Zhan, M., Xiang, X., & Elliott III, W. (2016))
•Countries with paid higher education finance systems motivate parents to save for children education
Jerphanion, (2019))
•The cost of education can limit single parents’ ability to advance professionally
2 / 32
•The number of single-parent households has increased since 1980 [graph
SP historySP LWS].
•‘The triple bind of single-parent families’(Nieuwenhuis & Maldonado, 2018)
•single parents hold half of what couples with children have
•children from single-parent families being most disadvantaged
•Education level significantly impacts income and wealth accumulation.
•Higher education leads to higher earnings (’college premium’)
•Countries with paid higher education finance systems have higher tuition fees, affecting wealth accumulation
(Zhan, M., Xiang, X., & Elliott III, W. (2016))
•Countries with paid higher education finance systems motivate parents to save for children education
Jerphanion, (2019))
•The cost of education can limit single parents’ ability to advance professionally
2 / 32
Motivation
•The number of single-parent households has increased since 1980 [graph
SP historySP LWS].
•‘The triple bind of single-parent families’(Nieuwenhuis & Maldonado, 2018)
•single parents hold half of what couples with children have
•children from single-parent families being most disadvantaged
•Education level significantly impacts income and wealth accumulation.
•Higher education leads to higher earnings (’college premium’)
•Countries with paid higher education finance systems have higher tuition fees, affecting wealth accumulation
(Zhan, M., Xiang, X., & Elliott III, W. (2016))
•Countries with paid higher education finance systems motivate parents to save for children education
Jerphanion, (2019))
•The cost of education can limit single parents’ ability to advance professionally
2 / 32
•The number of single-parent households has increased since 1980 [graph
SP historySP LWS].
•‘The triple bind of single-parent families’(Nieuwenhuis & Maldonado, 2018)
•single parents hold half of what couples with children have
•children from single-parent families being most disadvantaged
•Education level significantly impacts income and wealth accumulation.
•Higher education leads to higher earnings (’college premium’)
•Countries with paid higher education finance systems have higher tuition fees, affecting wealth accumulation
(Zhan, M., Xiang, X., & Elliott III, W. (2016))
•Countries with paid higher education finance systems motivate parents to save for children education
Jerphanion, (2019))
•The cost of education can limit single parents’ ability to advance professionally
2 / 32
Motivation
•The number of single-parent households has increased since 1980 [graph
SP historySP LWS].
•‘The triple bind of single-parent families’(Nieuwenhuis & Maldonado, 2018)
•single parents hold half of what couples with children have
•children from single-parent families being most disadvantaged
•Education level significantly impacts income and wealth accumulation.
•Higher education leads to higher earnings (’college premium’)
•Countries with paid higher education finance systems have higher tuition fees, affecting wealth accumulation
(Zhan, M., Xiang, X., & Elliott III, W. (2016))
•Countries with paid higher education finance systems motivate parents to save for children education
Jerphanion, (2019))
•The cost of education can limit single parents’ ability to advance professionally
2 / 32
•The number of single-parent households has increased since 1980 [graph
SP historySP LWS].
•‘The triple bind of single-parent families’(Nieuwenhuis & Maldonado, 2018)
•single parents hold half of what couples with children have
•children from single-parent families being most disadvantaged
•Education level significantly impacts income and wealth accumulation.
•Higher education leads to higher earnings (’college premium’)
•Countries with paid higher education finance systems have higher tuition fees, affecting wealth accumulation
(Zhan, M., Xiang, X., & Elliott III, W. (2016))
•Countries with paid higher education finance systems motivate parents to save for children education
Jerphanion, (2019))
•The cost of education can limit single parents’ ability to advance professionally
2 / 32
Different education funding systems in different countries
Well-developed Less-developed
student support systemstudent support system
Low or no tuition fees DK FI NO LU AT IT ES
DE GR
High tuition fees AU CA UK US CL JP KR
Source: OECD report “Education at Glance 2019”
3 / 32
Well-developed Less-developed
student support systemstudent support system
Low or no tuition fees DK FI NO LU AT IT ES
DE GR
High tuition fees AU CA UK US CL JP KR
Source: OECD report “Education at Glance 2019”
3 / 32
Research questions & Methods
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
Research questions & Methods
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
Research questions & Methods
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
Research questions & Methods
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
•Q1:Do free higher education and/or well-developed student support systems increase the education level
of society? Do they reduce disparities in education between single parents and other household types?
•analyze the education of SP by different education systems
•compare the education levels of SP to other households
•Q2:How do government-provided education policies influence wealth accumulation?
•compare SP net wealth in countries with different education policies
•examine disparities in net wealth between SP and other households
•conduct a pooled regression analysis to explore the relationship between household wealth and different
education policies
4 / 32
Wealth-being
•Economic well-beingperson’s or family’s standard of living based primarily on how well they are doing
financially. It’s a multi-dimensional concept that includesincome, consumption and wealth.
•Most literature focused on income
•Difficult to capture all three components in surveys
•Why focus on wealth?
•Better indicator of economic well-being than current income as it proxies for potential future consumption
•Important for SP families due to their economic disadvantages and persistently higher poverty rates (e.g.
Maldonado & Nieuwenhuis, 2015)
5 / 32
•Economic well-beingperson’s or family’s standard of living based primarily on how well they are doing
financially. It’s a multi-dimensional concept that includesincome, consumption and wealth.
•Most literature focused on income
•Difficult to capture all three components in surveys
•Why focus on wealth?
•Better indicator of economic well-being than current income as it proxies for potential future consumption
•Important for SP families due to their economic disadvantages and persistently higher poverty rates (e.g.
Maldonado & Nieuwenhuis, 2015)
5 / 32
Wealth-being
•Economic well-beingperson’s or family’s standard of living based primarily on how well they are doing
financially. It’s a multi-dimensional concept that includesincome, consumption and wealth.
•Most literature focused on income
•Difficult to capture all three components in surveys
•Why focus on wealth?
•Better indicator of economic well-being than current income as it proxies for potential future consumption
•Important for SP families due to their economic disadvantages and persistently higher poverty rates (e.g.
Maldonado & Nieuwenhuis, 2015)
5 / 32
•Economic well-beingperson’s or family’s standard of living based primarily on how well they are doing
financially. It’s a multi-dimensional concept that includesincome, consumption and wealth.
•Most literature focused on income
•Difficult to capture all three components in surveys
•Why focus on wealth?
•Better indicator of economic well-being than current income as it proxies for potential future consumption
•Important for SP families due to their economic disadvantages and persistently higher poverty rates (e.g.
Maldonado & Nieuwenhuis, 2015)
5 / 32
Wealth-being
•Economic well-beingperson’s or family’s standard of living based primarily on how well they are doing
financially. It’s a multi-dimensional concept that includesincome, consumption and wealth.
•Most literature focused on income
•Difficult to capture all three components in surveys
•Why focus on wealth?
•Better indicator of economic well-being than current income as it proxies for potential future consumption
•Important for SP families due to their economic disadvantages and persistently higher poverty rates (e.g.
Maldonado & Nieuwenhuis, 2015)
5 / 32
•Economic well-beingperson’s or family’s standard of living based primarily on how well they are doing
financially. It’s a multi-dimensional concept that includesincome, consumption and wealth.
•Most literature focused on income
•Difficult to capture all three components in surveys
•Why focus on wealth?
•Better indicator of economic well-being than current income as it proxies for potential future consumption
•Important for SP families due to their economic disadvantages and persistently higher poverty rates (e.g.
Maldonado & Nieuwenhuis, 2015)
5 / 32
Data
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile
•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile
•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
Data
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile
•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile
•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
Data
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
Data
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
Data
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
•LWS data for 13 countries from 2016 to 2019, representing a range of education policies
•composition of households
•singles
•single-parent
•couple
•coupled parents
•
´
Wealth-being´:
•net worth: →(include life insurnce and voluntary individual pensions)
•anw = inw (AU, DK)
•anw = dnw (NO)
•Top coded wealth at the 99th percentile and bottom coded at the 1st percentile•Monetary variables are transformed using the inverse hyperbolic sine transformation (to account for the
skewness of the distribution and negative values)
•We focus on the working age population till age 65 and children till 18
6 / 32
Results
Different household types
see SP vs CP
7 / 32
see SP vs CP
7 / 32
Higher education attainment among single parents
•SP in countries with well-developed student support systems better educated
•Countries with free education and well-developed student support systems show lower education
disparities
8 / 32
•SP in countries with well-developed student support systems better educated
•Countries with free education and well-developed student support systems show lower education
disparities
8 / 32
Differences in higher education between households
see low education
•SP in most countries have a lower level of education than other household types
•The smallest disparities between SP and other household types are observed in countries with a
well-developed student support system and free education
9 / 32
see low education
•SP in most countries have a lower level of education than other household types
•The smallest disparities between SP and other household types are observed in countries with a
well-developed student support system and free education
9 / 32
Single Parents’ median net worth
•Better educated Single parents have higher wealth
•In countries with free education and less-developed student support systems SP have higher wealth
high educationmedium educationlow education
10 / 32
•Better educated Single parents have higher wealth
•In countries with free education and less-developed student support systems SP have higher wealth
high educationmedium educationlow education
10 / 32
Single Parents’ median net worth vs Total
•High-educated Single parents have lower wealth than high-educated households (except Italy & Greece)
•The lower disparity in median net wealth between single parents and total population in countries with
free education system
wealth ratios SP/CP
11 / 32
•High-educated Single parents have lower wealth than high-educated households (except Italy & Greece)
•The lower disparity in median net wealth between single parents and total population in countries with
free education system
wealth ratios SP/CP
11 / 32
Pooled Regression Model: Determinants of Net Wealth
Regression Model:
Net Wealthi=β0+β1Free Educi+β2Student Support
i+β3High
i+β4Lowi+β5Student Support×High
i
+β6Student Support×Low
i
+β7Free Educ×High
i
+β8Free Educ×Lowi+
X
j
βjXij+
12
X
k=1
δkCtk+εi
Variables:
•Dependent Variable (Y):Net Wealth (individual’s net wealth)
•Explanatory Variables:Free Educ, Student Support, High, Low
•Interaction Terms:Student Support×High, Student Support×Low, Free Educ×High, Free Educ×Low
•Control VariablesXij: Child, Female, Age, Home Own, Child×Fem, IHS DHI, Emp ,...
•Country-specific effectsCtk: 12 countries
12 / 32
Regression Model:
Net Wealthi=β0+β1Free Educi+β2Student Support
i+β3High
i+β4Lowi+β5Student Support×High
i
+β6Student Support×Low
i
+β7Free Educ×High
i
+β8Free Educ×Lowi+
X
j
βjXij+
12
X
k=1
δkCtk+εi
Variables:
•Dependent Variable (Y):Net Wealth (individual’s net wealth)
•Explanatory Variables:Free Educ, Student Support, High, Low
•Interaction Terms:Student Support×High, Student Support×Low, Free Educ×High, Free Educ×Low
•Control VariablesXij: Child, Female, Age, Home Own, Child×Fem, IHS DHI, Emp ,...
•Country-specific effectsCtk: 12 countries
12 / 32
Pooled regression for all households (net wealth)
(1) (2) (3) (4) (5) (6)
free_educ - 0.1693 -0.9263*** -0.9845*** -1.2110*** -1.0914***
student_support 1.6466*** - 2.1311*** 1.9546*** 2.1790*** 2.0025***
high 0.6263*** 0.5061*** 0.5830*** 0.3531*** 0.1950** 0.1948**
low -0.8770*** -0.9266*** -0.8882*** -0.7508*** -0.2060 -0.2056
student_support_high - - - 0.6959*** - 0.4931***
student_support_low - - - -0.2299 - 0.1037
free_educ_high - - - - 0.6201*** 0.3602***
free_educ_low - - - - -0.8182*** -0.8776***
child 0.1330 0.0762 0.0703 0.0872 0.0771 0.0860
female -0.3075*** -0.2751*** -0.2996*** -0.2926*** -0.2966*** -0.2922***
age 0.1272*** 0.1372*** 0.1313*** 0.1296*** 0.1301*** 0.1300***
home_own 0.0424*** 0.0417*** 0.0425*** 0.0427*** 0.0427*** 0.0427***
child_fem 0.0663 0.0922 0.0821 0.0755 0.0694 0.0680
ihs_dhi 0.5095*** 0.5298*** 0.5155*** 0.5090*** 0.5145*** 0.5123***
emp 0.8513*** 0.8684*** 0.8430*** 0.8459*** 0.8334*** 0.8358***
Observations 320,679 320,679 320,679 320,679 320,679 320,679
R-squared 0.2752 0.2716 0.2760 0.2768 0.2773 0.2775
*** p<0.01, ** p<0.05, * p<0.1
13 / 32
(1) (2) (3) (4) (5) (6)
free_educ - 0.1693 -0.9263*** -0.9845*** -1.2110*** -1.0914***
student_support 1.6466*** - 2.1311*** 1.9546*** 2.1790*** 2.0025***
high 0.6263*** 0.5061*** 0.5830*** 0.3531*** 0.1950** 0.1948**
low -0.8770*** -0.9266*** -0.8882*** -0.7508*** -0.2060 -0.2056
student_support_high - - - 0.6959*** - 0.4931***
student_support_low - - - -0.2299 - 0.1037
free_educ_high - - - - 0.6201*** 0.3602***
free_educ_low - - - - -0.8182*** -0.8776***
child 0.1330 0.0762 0.0703 0.0872 0.0771 0.0860
female -0.3075*** -0.2751*** -0.2996*** -0.2926*** -0.2966*** -0.2922***
age 0.1272*** 0.1372*** 0.1313*** 0.1296*** 0.1301*** 0.1300***
home_own 0.0424*** 0.0417*** 0.0425*** 0.0427*** 0.0427*** 0.0427***
child_fem 0.0663 0.0922 0.0821 0.0755 0.0694 0.0680
ihs_dhi 0.5095*** 0.5298*** 0.5155*** 0.5090*** 0.5145*** 0.5123***
emp 0.8513*** 0.8684*** 0.8430*** 0.8459*** 0.8334*** 0.8358***
Observations 320,679 320,679 320,679 320,679 320,679 320,679
R-squared 0.2752 0.2716 0.2760 0.2768 0.2773 0.2775
*** p<0.01, ** p<0.05, * p<0.1
13 / 32
Pooled regression for single households (S+SP) (net wealth)
(1) (2) (3) (4) (5) (6)
free_educ - -0.0824 -1.0515*** -1.1314*** -1.4724*** -1.3377***
student_support 1.6328*** - 2.1300*** 1.8736*** 2.1769*** 1.9444***
high 0.5036*** 0.3855*** 0.4446*** 0.1319 -0.1953 -0.1949
low -0.9773*** -1.0302*** -0.9980*** -0.9363*** -0.3632 -0.3635
student_support_high - - - 0.9927*** - 0.6934***
student_support_low - - - -0.1042 - 0.2124
free_educ_high - - - - 0.9486*** 0.6249***
free_educ_low - - - - -0.7813*** -0.8885***
child 0.3749* 0.2833 0.3632* 0.3972** 0.3616* 0.3780*
female -0.3839*** -0.3594*** -0.3801*** -0.3748*** -0.3731*** -0.3702***
age 0.1477*** 0.1539*** 0.1442*** 0.1452*** 0.1480*** 0.1487***
home_own 0.0476*** 0.0470*** 0.0478*** 0.0480*** 0.0480*** 0.0480***
child_fem -0.7393*** -0.6538*** -0.7388*** -0.7487*** -0.7410*** -0.7442***
ihs_dhi 0.3933*** 0.4029*** 0.3982*** 0.3915*** 0.3965*** 0.3944***
emp 1.2502*** 1.2739*** 1.2427*** 1.2490*** 1.2352*** 1.2367***
Observations 171,914 171,914 171,914 171,914 171,914 171,914
R-squared 0.2729 0.2701 0.2738 0.2749 0.2755 0.2758
*** p<0.01, ** p<0.05, * p<0.1
14 / 32
(1) (2) (3) (4) (5) (6)
free_educ - -0.0824 -1.0515*** -1.1314*** -1.4724*** -1.3377***
student_support 1.6328*** - 2.1300*** 1.8736*** 2.1769*** 1.9444***
high 0.5036*** 0.3855*** 0.4446*** 0.1319 -0.1953 -0.1949
low -0.9773*** -1.0302*** -0.9980*** -0.9363*** -0.3632 -0.3635
student_support_high - - - 0.9927*** - 0.6934***
student_support_low - - - -0.1042 - 0.2124
free_educ_high - - - - 0.9486*** 0.6249***
free_educ_low - - - - -0.7813*** -0.8885***
child 0.3749* 0.2833 0.3632* 0.3972** 0.3616* 0.3780*
female -0.3839*** -0.3594*** -0.3801*** -0.3748*** -0.3731*** -0.3702***
age 0.1477*** 0.1539*** 0.1442*** 0.1452*** 0.1480*** 0.1487***
home_own 0.0476*** 0.0470*** 0.0478*** 0.0480*** 0.0480*** 0.0480***
child_fem -0.7393*** -0.6538*** -0.7388*** -0.7487*** -0.7410*** -0.7442***
ihs_dhi 0.3933*** 0.4029*** 0.3982*** 0.3915*** 0.3965*** 0.3944***
emp 1.2502*** 1.2739*** 1.2427*** 1.2490*** 1.2352*** 1.2367***
Observations 171,914 171,914 171,914 171,914 171,914 171,914
R-squared 0.2729 0.2701 0.2738 0.2749 0.2755 0.2758
*** p<0.01, ** p<0.05, * p<0.1
14 / 32
Robustness checks
Would these results still hold if we ...
•focus only on households with children? Yes
SP+CP
•focus only on singles? Yes
SS high educ
•add the information about inheritance? Yes
inheritance(suggestions welcome)
•...
15 / 32
Would these results still hold if we ...
•focus only on households with children? Yes
SP+CP
•focus only on singles? Yes
SS high educ
•add the information about inheritance? Yes
inheritance(suggestions welcome)
•...
15 / 32
Conclusions
Conclusions
•Single parents in countries with well-developed student systems are more likely to be highly educated but
have lower wealth.
•Countries with free education and well-developed student support systems showlower education
disparities
•Single parents have the lowest level of wealth, but the gap varies from country to country
•Countries with free education showlower wealth disparities
•Both education finance systems and student support systems significantly impact single parents’
education and wealth, but with opposite direction
•student support system→ ↑wealth
•free education→ ↓wealth
16 / 32
•Single parents in countries with well-developed student systems are more likely to be highly educated but
have lower wealth.
•Countries with free education and well-developed student support systems showlower education
disparities
•Single parents have the lowest level of wealth, but the gap varies from country to country
•Countries with free education showlower wealth disparities
•Both education finance systems and student support systems significantly impact single parents’
education and wealth, but with opposite direction
•student support system→ ↑wealth
•free education→ ↓wealth
16 / 32
Conclusions
•Single parents in countries with well-developed student systems are more likely to be highly educated but
have lower wealth.
•Countries with free education and well-developed student support systems showlower education
disparities
•Single parents have the lowest level of wealth, but the gap varies from country to country
•Countries with free education showlower wealth disparities
•Both education finance systems and student support systems significantly impact single parents’
education and wealth, but with opposite direction
•student support system→ ↑wealth
•free education→ ↓wealth
16 / 32
•Single parents in countries with well-developed student systems are more likely to be highly educated but
have lower wealth.
•Countries with free education and well-developed student support systems showlower education
disparities
•Single parents have the lowest level of wealth, but the gap varies from country to country
•Countries with free education showlower wealth disparities
•Both education finance systems and student support systems significantly impact single parents’
education and wealth, but with opposite direction
•student support system→ ↑wealth
•free education→ ↓wealth
16 / 32
Conclusions
•Single parents in countries with well-developed student systems are more likely to be highly educated but
have lower wealth.
•Countries with free education and well-developed student support systems showlower education
disparities
•Single parents have the lowest level of wealth, but the gap varies from country to country
•Countries with free education showlower wealth disparities
•Both education finance systems and student support systems significantly impact single parents’
education and wealth, but with opposite direction
•student support system→ ↑wealth
•free education→ ↓wealth
16 / 32
•Single parents in countries with well-developed student systems are more likely to be highly educated but
have lower wealth.
•Countries with free education and well-developed student support systems showlower education
disparities
•Single parents have the lowest level of wealth, but the gap varies from country to country
•Countries with free education showlower wealth disparities
•Both education finance systems and student support systems significantly impact single parents’
education and wealth, but with opposite direction
•student support system→ ↑wealth
•free education→ ↓wealth
16 / 32
Further research
•Exploring further the relationship between wealth inequality and the education policies
•Explore the realtionship between college premium and different education policies
•Do more robustness checks regarding the negative relation between free education system and wealth
•Further research is required to establish causal relationships..... (suggestions welcome)
17 / 32
•Exploring further the relationship between wealth inequality and the education policies
•Explore the realtionship between college premium and different education policies
•Do more robustness checks regarding the negative relation between free education system and wealth
•Further research is required to establish causal relationships..... (suggestions welcome)
17 / 32
Additional slides
Single Parents Households
Country Low Medium High Total
Australia 179 275 296 750
Canada 58 147 324 529
United Kingdom 55 430 216 701
United States 31 121 123 275
Denmark 2,130 4,908 5,079 12,117
Finland 13 93 112 218
Norway 2,289 3,867 4,284 10,440
Luxembourg 13 24 34 71
Austria
Italy
Spain
Germany
Greece
Table 1:Education distribution of SP by country
19 / 32
Country Low Medium High Total
Australia 179 275 296 750
Canada 58 147 324 529
United Kingdom 55 430 216 701
United States 31 121 123 275
Denmark 2,130 4,908 5,079 12,117
Finland 13 93 112 218
Norway 2,289 3,867 4,284 10,440
Luxembourg 13 24 34 71
Austria
Italy
Spain
Germany
Greece
Table 1:Education distribution of SP by country
19 / 32
Single Households
Country Low Medium High Total
Australia 606 757 852 2,215
Canada 256 529 1,241 2,026
United Kingdom 312 1,452 920 2,684
United States 109 402 507 1,018
Denmark 16,457 25,959 23,586 66,002
Finland 143 616 523 1,282
Norway 14,492 21,168 21,156 56,816
Luxembourg 52 79 114 245
Austria
Italy
Spain
Germany
Greece
Table 2:Education distribution of S by country
20 / 32
Country Low Medium High Total
Australia 606 757 852 2,215
Canada 256 529 1,241 2,026
United Kingdom 312 1,452 920 2,684
United States 109 402 507 1,018
Denmark 16,457 25,959 23,586 66,002
Finland 143 616 523 1,282
Norway 14,492 21,168 21,156 56,816
Luxembourg 52 79 114 245
Austria
Italy
Spain
Germany
Greece
Table 2:Education distribution of S by country
20 / 32
Single vs. Couple Parents Households
Go back
21 / 32
Go back
21 / 32
Differences in low education between households
back
22 / 32
back
22 / 32
Median net wealth of households with a high level of education
Country S SP C CP Total
Australia 220969 171887 392110 477343 372536
Canada 49529 49470 274833 223349 158464
United Kingdom232654 103992 618090 383354 373712
United States 77853 44392 414194 250050 190510
Denmark 64025 95658 533574 250756 164789
Finland 68406 77322 318553 222422 147288
Norway 70537 112639 353969 215896 140799
Luxembourg 362477 400712 768286 658677 469639
Austria
Italy
Spain
Germany
Greece
back
23 / 32
Country S SP C CP Total
Australia 220969 171887 392110 477343 372536
Canada 49529 49470 274833 223349 158464
United Kingdom232654 103992 618090 383354 373712
United States 77853 44392 414194 250050 190510
Denmark 64025 95658 533574 250756 164789
Finland 68406 77322 318553 222422 147288
Norway 70537 112639 353969 215896 140799
Luxembourg 362477 400712 768286 658677 469639
Austria
Italy
Spain
Germany
Greece
back
23 / 32
Median net wealth of households with a medium level of education
Country S SP C CP Total
Australia 145284 40267 373033 339048 271103
Canada 24178 9702 238841 118466 81765
United Kingdom 77063 29074 388051 200676 172475
United States 20710 6856 161555 78428 52925
Denmark 68103 48874 384572 177633 129241
Finland 22020 13915 194189 126397 74932
Norway 66042 65309 267017 138781 112639
Luxembourg 129268 122946 814068 402242 309215
Austria
Italy
Spain
Germany
Greece
back
24 / 32
Country S SP C CP Total
Australia 145284 40267 373033 339048 271103
Canada 24178 9702 238841 118466 81765
United Kingdom 77063 29074 388051 200676 172475
United States 20710 6856 161555 78428 52925
Denmark 68103 48874 384572 177633 129241
Finland 22020 13915 194189 126397 74932
Norway 66042 65309 267017 138781 112639
Luxembourg 129268 122946 814068 402242 309215
Austria
Italy
Spain
Germany
Greece
back
24 / 32
Median net wealth of households with a low level of education
Country S SP C CP
Australia 104761 19086 399937 207445
Canada 4577 12871 201675 57979
United Kingdom 19540 15327 124949 91596
United States 4890 5954 88448 19923
Denmark 29129 7611 296665 88748
Finland 3118 267 140593 23694
Norway 3669 1284 183198 52834
Luxembourg 37726 122355 749934 364006
Austria
Italy
Spain
Germany
Greece
back
25 / 32
Country S SP C CP
Australia 104761 19086 399937 207445
Canada 4577 12871 201675 57979
United Kingdom 19540 15327 124949 91596
United States 4890 5954 88448 19923
Denmark 29129 7611 296665 88748
Finland 3118 267 140593 23694
Norway 3669 1284 183198 52834
Luxembourg 37726 122355 749934 364006
Austria
Italy
Spain
Germany
Greece
back
25 / 32
Single Parents with Children as % of all households with children
Go back
26 / 32
Go back
26 / 32
Single Parents with Children as % of all households with children
Go back
27 / 32
Go back
27 / 32
Wealth Ratios between highly-educated SP, CP and Total
Go back
28 / 32
Go back
28 / 32
Pooled regression for well-educated singles (net wealth)
(1) (2) (3)
free_educ - -0.4703* -0.9766***
student_support 1.5956** - 2.2832***
female 0.1631** 0.1634** 0.1645**
age 0.4125*** 0.4122*** 0.4120***
age2 -0.2838*** -0.2835*** -0.2832***
home_own 0.0518*** 0.0517*** 0.0518***
ihs_dhi 0.2511*** 0.2519*** 0.2516***
emp 1.6608*** 1.6613*** 1.6597***
Observations 50,462 50,462 50,462
R-squared 0.2503 0.2502 0.2504
*** p<0.01, ** p<0.05, * p<0.1
Go back
29 / 32
(1) (2) (3)
free_educ - -0.4703* -0.9766***
student_support 1.5956** - 2.2832***
female 0.1631** 0.1634** 0.1645**
age 0.4125*** 0.4122*** 0.4120***
age2 -0.2838*** -0.2835*** -0.2832***
home_own 0.0518*** 0.0517*** 0.0518***
ihs_dhi 0.2511*** 0.2519*** 0.2516***
emp 1.6608*** 1.6613*** 1.6597***
Observations 50,462 50,462 50,462
R-squared 0.2503 0.2502 0.2504
*** p<0.01, ** p<0.05, * p<0.1
Go back
29 / 32
Pooled regression for households with children (SP + CP) (net wealth)
(1) (2) (3) (4) (5) (6)
free_educ - -0.7027*** -1.0332*** -1.0463*** -1.0463*** -1.0463***
student_support 1.5705*** - 1.9739*** 2.0697*** 2.0697*** 2.0697***
high 0.4739*** 0.3643*** 0.4483*** 0.3348*** 0.0509 0.0509
low -0.9771*** -1.0242*** -0.9791*** -0.5670*** 0.1856 0.1856
student_support_high - - - 0.4018** - 0.0145
student_support_low - - - -0.7012** - -0.2020
free_educ_high - - - - 0.6709*** 0.6692***
free_educ_low - - - - -1.3914*** -1.2499***
age 0.3013*** 0.3071*** 0.3005*** 0.3027*** 0.3019*** 0.3018***
home_own 0.0400*** 0.0395*** 0.0401*** 0.0403*** 0.0404*** 0.0404***
ihs_dhi 0.6123*** 0.6271*** 0.6147*** 0.5927*** 0.5963*** 0.5929***
emp 0.6475*** 0.7060*** 0.6507*** 0.6544*** 0.6619*** 0.6619***
Observations 115,093 115,093 115,093 115,093 115,093 115,093
R-squared 0.2446 0.2418 0.2450 0.2459 0.2473 0.2474
*** p<0.01, ** p<0.05, * p<0.1
robustness checks
30 / 32
(1) (2) (3) (4) (5) (6)
free_educ - -0.7027*** -1.0332*** -1.0463*** -1.0463*** -1.0463***
student_support 1.5705*** - 1.9739*** 2.0697*** 2.0697*** 2.0697***
high 0.4739*** 0.3643*** 0.4483*** 0.3348*** 0.0509 0.0509
low -0.9771*** -1.0242*** -0.9791*** -0.5670*** 0.1856 0.1856
student_support_high - - - 0.4018** - 0.0145
student_support_low - - - -0.7012** - -0.2020
free_educ_high - - - - 0.6709*** 0.6692***
free_educ_low - - - - -1.3914*** -1.2499***
age 0.3013*** 0.3071*** 0.3005*** 0.3027*** 0.3019*** 0.3018***
home_own 0.0400*** 0.0395*** 0.0401*** 0.0403*** 0.0404*** 0.0404***
ihs_dhi 0.6123*** 0.6271*** 0.6147*** 0.5927*** 0.5963*** 0.5929***
emp 0.6475*** 0.7060*** 0.6507*** 0.6544*** 0.6619*** 0.6619***
Observations 115,093 115,093 115,093 115,093 115,093 115,093
R-squared 0.2446 0.2418 0.2450 0.2459 0.2473 0.2474
*** p<0.01, ** p<0.05, * p<0.1
robustness checks
30 / 32
Pooled regression for singles (net wealth)
(1) (2) (3) (4) (5) (6)
free_educ - -0.0906 -1.0348*** -1.1152*** -1.3695*** -1.2286***
student_support 1.5973*** - 2.0795*** 1.8276*** 2.1094*** 1.8641***
high 0.6158*** 0.5020*** 0.5554*** 0.2505* 0.0396 0.0397
low -0.9616*** -1.0184*** -0.9821*** -0.9577*** -0.4980** -0.4985**
student_support_high - - - 0.9158*** - 0.7301***
student_support_low - - - -0.0249 - 0.2089
free_educ_high - - - - 0.7425*** 0.3959
free_educ_low - - - - -0.5878* -0.6923**
female -0.3884*** -0.3647*** -0.3842*** -0.3777*** -0.3771*** -0.3737***
age 0.1348*** 0.1406*** 0.1312*** 0.1311*** 0.1336*** 0.1336***
home_own 0.0472*** 0.0465*** 0.0474*** 0.0475*** 0.0475*** 0.0475***
ihs_dhi 0.3867*** 0.3973*** 0.3923*** 0.3874*** 0.3926*** 0.3903***
emp 1.2499*** 1.2636*** 1.2350*** 1.2403*** 1.2272*** 1.2290***
Observations 144,635 144,635 144,635 144,635 144,635 144,635
R-squared 0.2728 0.2700 0.2738 0.2747 0.2748 0.2752
*** p<0.01, ** p<0.05, * p<0.1
robustness checks
31 / 32
(1) (2) (3) (4) (5) (6)
free_educ - -0.0906 -1.0348*** -1.1152*** -1.3695*** -1.2286***
student_support 1.5973*** - 2.0795*** 1.8276*** 2.1094*** 1.8641***
high 0.6158*** 0.5020*** 0.5554*** 0.2505* 0.0396 0.0397
low -0.9616*** -1.0184*** -0.9821*** -0.9577*** -0.4980** -0.4985**
student_support_high - - - 0.9158*** - 0.7301***
student_support_low - - - -0.0249 - 0.2089
free_educ_high - - - - 0.7425*** 0.3959
free_educ_low - - - - -0.5878* -0.6923**
female -0.3884*** -0.3647*** -0.3842*** -0.3777*** -0.3771*** -0.3737***
age 0.1348*** 0.1406*** 0.1312*** 0.1311*** 0.1336*** 0.1336***
home_own 0.0472*** 0.0465*** 0.0474*** 0.0475*** 0.0475*** 0.0475***
ihs_dhi 0.3867*** 0.3973*** 0.3923*** 0.3874*** 0.3926*** 0.3903***
emp 1.2499*** 1.2636*** 1.2350*** 1.2403*** 1.2272*** 1.2290***
Observations 144,635 144,635 144,635 144,635 144,635 144,635
R-squared 0.2728 0.2700 0.2738 0.2747 0.2748 0.2752
*** p<0.01, ** p<0.05, * p<0.1
robustness checks
31 / 32
Pooled regression for all housegolds with inh (net wealth)
(1) (2) (3) (4) (5) (6)
free_educ - -0.1792 -1.3385*** -1.3958*** -1.6207*** -1.5008***
student_support 1.5359*** - 2.2066*** 2.0295*** 2.2538*** 2.0770***
high 0.6217*** 0.4801*** 0.5579*** 0.3283*** 0.1717* 0.1715*
low -0.8567*** -0.9085*** -0.8675*** -0.7332*** -0.1961 -0.1956
student_support_high - - - 0.6946*** - 0.4936***
student_support_low - - - -0.2237 - 0.1051
free_educ_high - - - - 0.6172*** 0.3569**
free_educ_low - - - - -0.8050*** -0.8653***
female -0.3107*** -0.2748*** -0.3002*** -0.2932*** -0.2971*** -0.2928***
age 0.1286*** 0.1408*** 0.1349*** 0.1332*** 0.1337*** 0.1336***
home_own 0.0413*** 0.0405*** 0.0413*** 0.0414*** 0.0414*** 0.0415***
ihs_dhi 0.5030*** 0.5252*** 0.5100*** 0.5036*** 0.5091*** 0.5069***
emp 0.8654*** 0.8824*** 0.8571*** 0.8600*** 0.8475*** 0.8499***
inh 0.6749*** 0.7982*** 0.8553*** 0.8537*** 0.8508*** 0.8509***
Observations 320,679 320,679 320,679 320,679 320,679 320,679
R-squared 0.2768 0.2737 0.2784 0.2792 0.2796 0.2798
*** p<0.01, ** p<0.05, * p<0.1
robustness checks
32 / 32
(1) (2) (3) (4) (5) (6)
free_educ - -0.1792 -1.3385*** -1.3958*** -1.6207*** -1.5008***
student_support 1.5359*** - 2.2066*** 2.0295*** 2.2538*** 2.0770***
high 0.6217*** 0.4801*** 0.5579*** 0.3283*** 0.1717* 0.1715*
low -0.8567*** -0.9085*** -0.8675*** -0.7332*** -0.1961 -0.1956
student_support_high - - - 0.6946*** - 0.4936***
student_support_low - - - -0.2237 - 0.1051
free_educ_high - - - - 0.6172*** 0.3569**
free_educ_low - - - - -0.8050*** -0.8653***
female -0.3107*** -0.2748*** -0.3002*** -0.2932*** -0.2971*** -0.2928***
age 0.1286*** 0.1408*** 0.1349*** 0.1332*** 0.1337*** 0.1336***
home_own 0.0413*** 0.0405*** 0.0413*** 0.0414*** 0.0414*** 0.0415***
ihs_dhi 0.5030*** 0.5252*** 0.5100*** 0.5036*** 0.5091*** 0.5069***
emp 0.8654*** 0.8824*** 0.8571*** 0.8600*** 0.8475*** 0.8499***
inh 0.6749*** 0.7982*** 0.8553*** 0.8537*** 0.8508*** 0.8509***
Observations 320,679 320,679 320,679 320,679 320,679 320,679
R-squared 0.2768 0.2737 0.2784 0.2792 0.2796 0.2798
*** p<0.01, ** p<0.05, * p<0.1
robustness checks
32 / 32
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