Øystein Kravdal

http://www.demographic-research.org/volumes/vol3/3/

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Abstract
The analysis was based on the 1994 ZDHS combined with aggregate data from the 1992 census. Discrete-time hazard models for first and higher-order births were estimated for 1990-94. The average length of education in the district and the proportion who are literate were found to have no impact on a woman’s birth rate above and beyond that of her own education, when it was controlled for urbanization. This was the case for women who themselves had little or no education as well as for the better-educated. So far, no significant influence of aggregate education on fertility has been well documented in the literature either. However, in this study, aggregate-level effects appeared in models for fertility desires and contraceptive use among married women with at least one child.

Author's affiliation
Øystein Kravdal
University of Oslo, Norway

Keywords
aggregate, education, fertility, models, multilevel

Word count (Main text)
8718

Other Articles by the same author/authors (in Demographic Research)

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	[17-9] Effects of current education on second- and third-birth rates among Norwegian women and men born in 1964: Substantive interpretations and methodological issues
	[16-15] Does cancer affect the divorce rate?
	[15-1] A simulation-based assessment of the bias produced when using averages from small DHS clusters as contextual variables in multilevel models
	[10-1] Educational differentials in male mortality in Russia and northern Europe: A comparison of an epidemiological cohort from Moscow and St. Petersburg with the male populations of Helsinki and Oslo
	[9-2] The problematic estimation of "imitation effects" in multilevel models
	[6-10] The impact of individual and aggregate unemployment on fertility in Norway
	[6-9] Is the Previously Reported Increase in Second- and Higher-order Birth Rates in Norway and Sweden from the mid-1970s Real or a Result of Inadequate Estimation Methods?
	[5-6] The High Fertility of College Educated Women in Norway: An Artefact of the Separate Modelling of Each Parity Transition
	[S3-6] An Illustration of the Problems Caused by Incomplete Education Histories in Fertility Analyses

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