add to the regressions controls for the educational attainments of woman’s mother and father.<sup>15</sup> This increase in the absolute value of the estimated coefficient suggests that education of parents is positively correlated with the residence in the more conflict affected area. Further (Col. 7) women from the warcohort in the more affected regions were about seven percentage points less likely to complete 11 grades of education than comparable women from the lesser affected regions. Again, the estimated coefficient on the interaction term increases in absolute value once I add to the regression a set of controls for the educational attainment of parents.

The coefficient on the stand-alone “war-cohort” dummy is negative and significant in regression for the sample of men with a dependent variable “Completed secondary schooling” (Col. 3) indicating that men who were of school age during the war were about 5.7 percentage points less likely to complete secondary school or above than men who were able to complete their schooling prior to the start of the war. The cohort dummy is also negative and significant in the regressions for the sample of women in Col. 7 and 8, indicating that women who were of school age during the conflict were seven (ethnicity controls only) or 12 (ethnicity and education of parents controls) percentage points less likely to complete secondary school as compared to women who were 18 years and older when the conflict started. No similar statistically significant effect is found on the education of men. In Table 1, Col. 3, the effect of being of school age during the war translates to a 5.7 percentage points (significant at 1% level) lower chances of men completing secondary school or more. However, this effect turns insignificant when controls for parental education are added to the regressions (Table 1, Col. 4).

> 15 I also used a specification where in the regressions with the 2007 data I used a dummy (“school closure” for schools in the raion being closed by the government decree or school holidays extended due to instability or other negative events related to schools, e.g. attempts to take students as hostages. The regression results suggest that school closure had a significant and negative effect on the completion of basic education by women who were of school age during the war (significant at 1% level). The estimated coefficient is very small though suggesting that on an average women from the war-cohort in the raions with “school closures” were 0.24 percentage points less likely to complete basic schooling. The estimated coefficient in the regressions for men with a DV: “completed secondary schooling or more” is borderline significant at 11% level and is also very small, suggesting 0.47 percentage points decrease in chances of completion of this school level. All regressions include a full set of ethnicity and parental education controls and are estimated with fixed effects at the raion level (results not reported). The difference in the estimated coefficients on the interactions between “school closure” and “RCA” measure of conflict as reported above possibly indicate that “school closures” was only a temporary measure limited to several months in 1992-1993, while RCA measures conflict activity and instability that was occurring throughout the conflict period.

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