社会民主主义的形成：挪威1936年民众学校改革的经济与选举后果
The Making of Social Democracy: the Economic and Electoral Consequences of Norway’s 1936 Folk School Reform
Journal of the European Economic Association · 2024 · [{"name": "Daron Acemoğlu", "affiliation": ["Massachusetts Institute of Technology"]}, {"name": "Tuomas Pekkarinen", "affiliation": ["VATT Institute for Economic Research", "Aalto University"]}, {"name": "Kjell G. Salvanes", "affiliation": ["Norwegian School of Economics"]}, {"name": "Matti Sarvimäki", "affiliation": ["Aalto University"]}]
中文摘要
挪威工党于1935年首次执政后，兑现了推行重大学校改革的承诺。该改革提高了欠发达农村地区的最低教学时间，增加了农村学校可获得的资源，缩小了班级规模，并提高了教师工资。我们表明，受改革影响更强烈的出生队列提高了受教育程度，并获得了更高的劳动收入。我们的主要结果是，这项学校改革还提高了挪威工党在此后选举中的支持率。这一额外支持持续了数十年，并对维持挪威社会民主主义联盟的支持至关重要。这些结果并非由教育的直接影响所驱动，也不能由投票率上升、或工党对受改革影响最大的市镇给予更多关注或投入更多资源来解释。相反，我们的证据表明，从学校改革中受益的出生队列及其父母，以支持该党的方式回报了该党兑现一项使他们受益的重大改革。
Abstract
Abstract Upon assuming power for the first time in 1935, the Norwegian Labour Party delivered on its promise for a major schooling reform. The reform raised minimum instruction time in less-developed rural areas and boosted the resources available to rural schools, reducing class size, and raising teacher salaries. We show that cohorts more intensively affected by the reform increased their education and experienced higher labor income. Our main result is that the schooling reform also boosted support for the Norwegian Labour Party in subsequent elections. This additional support persisted for several decades and was pivotal in maintaining support for the social democratic coalition in Norway. These results are not driven by the direct impact of education and are not explained by higher turnout, or greater attention or resources from the Labour Party targeted toward the municipalities most affected by the reform. Rather, our evidence suggests that cohorts that benefited from the schooling reform, and their parents, rewarded the party for delivering a major reform that was beneficial to them.