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  • 1
    Online Resource
    Online Resource
    Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries (2014)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (26 p)
    Edition: 2014 World Bank eLibrary
    Parallel Title: Schady, Norbert Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries
    Keywords: 2003-2010 ; Frühkindliche Bildung ; Bildungsertrag ; Sozialer Status ; Sprache ; Robustes Verfahren ; Lateinamerika
    Abstract: Research from the United States shows that gaps in early cognitive and noncognitive abilities appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, the paper uses the same measure of receptive language ability for all five countries. It finds important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where panel data to follow children over time exists, there are few substantive changes in scores once children enter school. These results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on the measure of cognitive development
    DOI: 10.1596/1813-9450-6779
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment (2014)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (45 p)
    Edition: 2014 World Bank eLibrary
    Parallel Title: Garlick, Robert Academic Peer Effects with Different Group Assignment Policies
    Keywords: Studierende ; Auswahl ; Bildungsertrag ; Südafrika
    Abstract: This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations. Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students' mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students' grades and a near-zero effect on high-scoring students' grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students' grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However, using peer effects estimated in randomly assigned groups to predict outcomes in tracked groups yields unreliable predictions. This illustrates a more general risk that peer effects estimated under one peer group assignment policy provide limited information about how peer effects might work with a different peer group assignment policy
    DOI: 10.1596/1813-9450-6787
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Institutional Quality Mediates the Effect of Human Capital on Economic Performance (2014)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (37 p)
    Edition: 2014 World Bank eLibrary
    Parallel Title: Adams-Kane, Jonathon Institutional Quality Mediates the Effect of Human Capital on Economic Performance
    Keywords: Institutionelle Infrastruktur ; Humankapital ; Bildungsertrag ; Einkommen ; Panel ; Momentenmethode
    Abstract: This paper considers the relationship between institutional quality, educational outcomes, and economic performance. More specifically, it seeks to establish the linkages by which government effectiveness affects per capita income, via its mediating effect on human capital formation. The empirical approach adopts a two-stage strategy that estimates national-level educational production functions that include government effectiveness as a covariate, and then uses these estimates as instruments for human capital in cross-country regressions of per capita income. The results identify a significant and positive effect of human capital on per capita income levels, and partially resolves the inconsistency between macro- and micro-level studies of the effect of human capital on income. The results also remain robust to alternative specifications, extension to a panel setting, subsamples of the data, and fully endogenous institutions
    DOI: 10.1596/1813-9450-6792
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Average and Marginal Returns to Upper Secondary Schooling in Indonesia (2011)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (40 p)
    Edition: 2011 World Bank eLibrary
    Parallel Title: Carneiro, Pedro Average and Marginal Returns to Upper Secondary Schooling in Indonesia
    Keywords: Bildungsverhalten ; Bildungsertrag ; Indonesien
    Abstract: This paper estimates average and marginal returns to schooling in Indonesia using a non-parametric selection model estimated by local instrumental variables, and data from the Indonesia Family Life Survey. The analysis finds that the return to upper secondary schooling varies widely across individual: it can be as high as 50 percent per year of schooling for those very likely to enroll in upper secondary schooling, or as low as -10 percent for those very unlikely to do so. Returns to the marginal student (14 percent) are well below those for the average student attending upper secondary schooling (27 percent)
    DOI: 10.1596/1813-9450-5878
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
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