Daniel I. Rees

  • Current position:
    Professor of Economics, University of Colorado Denver, USA
  • Positions/functions as policy advisor:
    Review panel for the National Institutes of Health, 2012
  • Research interest:
    Health and human capital acquisition, the economics of risky behavior, the fetal origins hypothesis
  • Website:
  • Affiliations:
    University of Colorado Denver, USA, and IZA, Germany
  • Past positions:
    Associate Professor of Economics, University of Colorado at Denver, 2000–2008; Assistant Professor of Economics, University of Colorado at Denver, 1993–2000
  • Qualifications:
    PhD, Cornell School of Economics and Industrial Relations, 1992
  • Personal statement about IZA World of Labor:
    World of Labor is unique and long overdue. I’m fortunate to have been asked to contribute
  • Selected publications:
    • “Medical marijuana laws, traffic fatalities, and alcohol consumption.” Journal of Law and Economics 56:2 (2013): 333–369 (with D. M. Anderson and B. Hansen).
    • “Armed conflict and birth weight: Evidence from the al-Aqsa intifada.” Journal of Development Economics 99:1 (2012): 190–199 (with H. Mansour).
    • “The effect of migraine headache on educational attainment.” Journal of Human Resources 46:2 (2011): 317–332 (with J. J. Sabia).
    • “Searching for peers effects: A test of the contagion hypothesis.” Review of Economics and Statistics 90:3 (2008): 442–458 (with L. M. Argys).
  • Articles

Does substance use affect educational outcomes?

There is little evidence that substance use reduces educational attainment

May 2014

10.15185/izawol.66 66

by Daniel I. Rees Rees, D

A non-trivial portion of traffic fatalities involve alcohol or illicit drugs. But does the use of alcohol and illegal substances—which is linked to depression, suicide, and criminal activity—also reduce academic performance? Recent studies suggest that drinking alcohol has a negative, if modest, effect on grades, and although students who use illegal substances are more likely to drop out of school than those who do not, this may reflect the influence of other, difficult-to- measure factors at the individual level, such as personality.