Can equalizing education weaken the link between parental education and cognitive function? Evidence from a non-parametric decomposition analysis

Cognitive function is a key determinant of quality of life, making the maintenance of cognitive health a public health priority. Because individuals with both low parental and individual education exhibit lower cognitive function, it is essential to identify levers that can reduce such inequalities. This study is the first to examine how interventions targeting educational attainment may alter the relationship between parental education and adult children's cognitive function. We evaluate three hypothetical interventions: (1) equalizing college graduation rates across social origin groups, (2) equalizing the returns to college across groups, and (3) randomly assigning college graduation within each group. Using a non-parametric causal decomposition approach, we analyze data from the Health and Retirement Study. Results show that equalizing college graduation rates by parental education would substantially reduce disparities in cognitive function. By contrast, equalizing returns to college would increase disparities, as individuals with lower parental education appear to benefit more from college. Random assignment of college graduation within parental education groups shows no significant impact. Findings are consistent across women and men and across Hispanic and White individuals, with a similar but less pronounced pattern among Black individuals. Results vary slightly by birth cohort but remain robust across extensive sensitivity analyses. As a policy implication, our results suggest that equalizing college graduation rates by parental education could substantially reduce cognitive disparities in later life.