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The Anti‐Democrat Diploma: How High School Education Decreases Support for the Democratic Party

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  • John Marshall

Abstract

Attending high school can alter students' life trajectories by affecting labor market prospects and through exposure to ideas and networks. However, schooling's influence competes with early socialization forces and may be confounded by selection biases. Consequently, little is known about whether or how high school education shapes downstream political preferences and voting behavior. Using a generalized difference‐in‐differences design leveraging variation in U.S. state dropout laws across cohorts, I find that raising the school dropout age decreases Democratic partisan identification and voting later in life. Instrumental variables estimates suggest that an additional completed grade of high school decreases Democratic support by around 15 percentage points among students induced to remain in school by higher dropout ages. High school's effects principally operate by increasing income and support for conservative economic policies, especially at an individual's midlife earnings peak. In contrast, such schooling does not affect conservative attitudes on noneconomic issues or political engagement.

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  • John Marshall, 2019. "The Anti‐Democrat Diploma: How High School Education Decreases Support for the Democratic Party," American Journal of Political Science, John Wiley & Sons, vol. 63(1), pages 67-83, January.
    • Handle: RePEc:wly:amposc:v:63:y:2019:i:1:p:67-83
    DOI: 10.1111/ajps.12409
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    References listed on IDEAS

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    1. Rachel Milstein Sondheimer & Donald P. Green, 2010. "Using Experiments to Estimate the Effects of Education on Voter Turnout," American Journal of Political Science, John Wiley & Sons, vol. 54(1), pages 174-189, January.
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    Cited by:

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    2. Alan D. Crane & Andrew Koch & Leming Lin, 2024. "Real Effects of Markets on Politics: Evidence from US Presidential Elections," American Economic Review: Insights, American Economic Association, vol. 6(1), pages 73-88, March.
    3. Ethan Kaplan & Fernando Saltiel & Sergio Urzúa, 2023. "Voting for Democracy: Chile's Plebiscito and the Electoral Participation of a Generation," American Economic Journal: Economic Policy, American Economic Association, vol. 15(3), pages 438-464, August.
    4. Stephen B. Billings & Eric Chyn & Kareem Haggag, 2021. "The Long-Run Effects of School Racial Diversity on Political Identity," American Economic Review: Insights, American Economic Association, vol. 3(3), pages 267-284, September.
    5. Aidt, T. & Rauh, C., 2019. "The Rise of the “No Party” in England," Cambridge Working Papers in Economics 1977, Faculty of Economics, University of Cambridge.
    6. Weiss, Amanda, 2024. "How Much Should We Trust Modern Difference-in-Differences Estimates?," OSF Preprints bqmws_v1, Center for Open Science.
    7. DeCicca, Philip & Krashinsky, Harry & Nesson, Erik, 2023. "Rockefellers and Goldwaters: The effect of compulsory schooling on voting preferences," Economics of Education Review, Elsevier, vol. 96(C).

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