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A Review of Causal Evidence and Mechanisms","","AERA Open January–December 2023 article systematically reviews causal evidence linking health policies to children’s educational outcomes in the United States. Despite gradual health improvements since the 1990s, the review asks whether benefits spill over into schooling attainment and achievement. Findings indicate modest spillovers from policies improving physical health of children and parents. Evidence is limited for policies targeting children and adolescents’ mental health. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nHealth Policies as Education Policies? A Review of Causal Evidence and  \nMechanisms  \nMaithreyi Gopalan  \nRohitha Edara  \nThe Pennsylvania State University  \nDespite lagging behind other high-income countries, the United States has made slow but steady improvements in health, especially for children from low-income households, through a series of health policies and programs since the 1990s. Have these health benefits spilled over to educational attainment and achievement? In this article, we systematically review the causal impact of various health policies and programs on children’s educational outcomes in the United States. We find that several health policies and programs aimed at improving the physical health of children and parents have modest spillover effects on key educational outcomes for school-age children. On the other hand, there is a paucity of research on policies aimed at improving children and adolescents’mental health (and limited evidence on their efficacy on educational outcomes where research exists). We contextualize the effects of these health policies by providing benchmarks from other education policies and conclude with some key open questions and suggestions that can guide research and policymaking at the healtheducation nexus.  \nKeywords: achievement, causal inference, economics of education, education policy, educational policy, effect size, health policy, human development, policy, policy analysis, quasi-experiments, systematic review  \nIntroduction  \nOne of the most rigorous cost-benefit analyses of social policies in the United States finds that policies targeting children’s education and health provide the “biggest bang for the buck” from a public policy standpoint (Hendren & Sprung-Keyser, 2020) . Indeed, it finds that Medicaid expansions to pregnant women and infants are as (if not more) cost-effective than high-quality early childhood education, primarily due to large spillovers 1 across education and health domains over a child’s life course. Similarly, demographers often consider educational attainment to be a key social determinant of health and a fundamental cause of health disparities (Hayward et al., 2015; Link & Phelan, 1995) . Although there is an increasing appreciation for the bidirectional relationship between health and education (Lynch & von Hippel, 2016), research and policymaking within the two sectors often seem siloed, with less attention being paid to cross-policy spillovers. In this review, we examine the educational effects of health policies and provide a more holistic framework for researchers and policymakers to deeply engage with the links between health and educational development across the life course.  \nOur review contributes to the existing literature in several ways. First, existing reviews at the intersection of health and education policy are restricted to reviews of maternal and  \nneonatal health interventions affecting early childhood health and subsequent schooling outcomes (Currie & RossinSlater, 2015; Prinz et al., 2018) . However, these reviews have a narrow focus and do not explore the full range of intersectional ties between health and education. This review encompasses a wider range of health policies and programs as well as studying the impacts on children from birth to adolescence. Second, most of the studies included in prior reviews examine a limited number and type of educational attainment measures, such as high school graduation or number of years of education. Our review takes a more holistic approach toward educational outcomes by including other measures, such as test scores, absenteeism, grade repetitions, discipline ","cbCaiu6ZzG2FvF4D","https://ap.wps.com/l/cbCaiu6ZzG2FvF4D","pdf",458180,17,"English","# Introduction\n## Review contributions and scope\n## Policy types reviewed and outcomes considered\n# Key findings and open questions","[{\"question\":\"What is the central question of the review?\",\"answer\":\"The review examines whether health benefits from policies and programs spill over into children’s educational attainment and achievement in the United States.\"},{\"question\":\"What educational effects do the authors find from physical health policies?\",\"answer\":\"The authors report modest spillover effects on key educational outcomes for school-age children from policies aimed at improving children’s and parents’ physical health.\"},{\"question\":\"Why is there limited evidence regarding mental health policies?\",\"answer\":\"The article states there is a paucity of research on policies improving children and adolescents’ mental health, with limited evidence on their efficacy for educational outcomes where research exists.\"}]","Health Policies as Education Policies? A Review of Causal Evidence and Mechanisms | PDF",1792069059,43]