Does paid parental leave affect children's schooling outcomes? Replicating Danzer and Lavy (2018)
复制Danzer和Lavy（2018）的研究，发现奥地利将带薪育儿假从12个月延长至24个月对儿童学业成绩的平均影响不显著，且异质性效应在考虑调查设计和分数插补后大幅缩小且不显著。
Summary Danzer and Lavy (2018) study how the duration of paid parental leave affects children's educational performance using data from PISA. An extension of the maximum duration from 12 to 24 months in Austria had no statistically significant effect on average, but the authors highlight the existence of large and statistically significant heterogenous effects that vary in sign depending on the education of mothers and children's gender. The policy increased the scores obtained by sons of highly educated mothers by 33% of a standard deviation (SD) in Reading and 40% SD in Science. On the contrary, sons of low educated mothers experienced a decrease of 27% SD in Reading and 23% SD in Science. In this article, I replicate their study following the recommended estimation procedure taking into account both the survey's stratified two‐stage sample design and the fact that PISA relies on imputation to derive student scores. I show that the estimates of the effects of the parental leave extension become substantially smaller in magnitude and non‐significant.