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Forcible displacement of children disrupts their social capital, and education is of primary importance regarding their integration into the host communities. Millions of individuals found themselves on the "wrong side" of the border when British India was Partitioned purely along religious lines in 1947, leading to mass-scale violence and migration. These migrants received very little state support because the host states were severely resource-constrained, but they were treated as citizens of the newly formed states. In this paper, I combine survey data with digitized archives of historical census data to study the effect of this large-scale permanent displacement event on the human capital attainment of forcibly displaced children. I use a cohort-age based differences-in-differences approach to show that individuals of school-going age, who were born in India and migrated to Pakistan, have a higher likelihood of completing primary and secondary education than natives in the same birth cohorts. I show that migrants' initial choices regarding location and occupation are two important potential mechanisms that point towards the existence of the "uprootedness hypothesis". My findings provide important insights for the integration of migrants into the host communities and underscore the need to better understand the comparative efficacy of different methods used for supporting forcibly displaced communities. • Forced migrants may achieve their educational goals despite limited state support. • Permanently displaced children outperform natives in their birth cohorts. • The effectiveness of aid compared to that of security of status needs research. • Forced Migrants' changed preferences towards human capital is an important mechanism. • Constrained access to land-based assets might have led to increased education attainment in this context. [ABSTRACT FROM AUTHOR]

Abstract: I investigate the effects of trust on human capital measured as average years of schooling in U.S. states using data from the 1980s and the 1990s. I find robust evidence that an increase in trust increases schooling across U.S. states. According the results of the seemingly unrelated regression estimation, a 25 percentage point increase in Trust increases the average years of schooling by approximately 1.5 months. This is not insignificant since more than $5000 increase in per capita income (in 2000 prices) is needed to have the same effect on schooling. [Copyright &y& Elsevier]

Abstract: We explore the relationship between educational attainment and social interaction using individual level data from the British National Child Development Study. To be specific, we analyze whether an intergenerational aspect to this relationship exists by examining the relationship between the educational attainment of children and the degree of formal social activity undertaken by their parents. Our results suggest that children''s scores in reading, mathematics and vocabulary tests are positively associated with the extent of their parents’ formal social interaction, and this relationship is robust to alternative definitions of social interaction. [Copyright &y& Elsevier]