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Understanding the 'Sorting Hat': The Role of Family and Caste Network in School Choice Decision

Sorting of students over school type by their social standing creates the problem of social segregation and educational inequality. This paper, both theoretically and empirically, identifies factors which are responsible for sorting of students by socio-economic groups across different types of schools. We elaborate on the sorting mechanism by analyzing schools choice decisions where parents decide on the following: whether to send their children to private/public school and, conditional on that, whether to send them to a higher- or poorer- quality school.

Understanding the 'Sorting Hat': The Role of Family and Caste Network in School Choice Decision

Sorting of students over school type by their social standing creates the problem of social segregation and educational inequality. This paper, both theoretically and empirically, identifies factors which are responsible for sorting of students by socio-economic groups across different types of schools. We elaborate on the sorting mechanism by analyzing schools choice decisions where parents decide on the following: whether to send their children to private/public school and, conditional on that, whether to send them to a higher- or poorer- quality school.

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Does Medium of Instruction Affect Learning Outcomes?

This study analyzes the potential link between medium of instruction and student performance at primary school level. Value added models pertaining to the effect of medium of instruction on student achievement are estimated using Young Lives longitudinal data of primary school children in Indian state of Andhra Pradesh and Telangana.

Does Medium of Instruction Affect Learning Outcomes?

This study analyzes the potential link between medium of instruction and student performance at primary school level. Value added models pertaining to the effect of medium of instruction on student achievement are estimated using Young Lives longitudinal data of primary school children in Indian state of Andhra Pradesh and Telangana.

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Impact of Different Types of Schooling on Achievement in the School System

Educational achievement of pupils attending primary schools are different depending on the type of school they attend.This paper examines how these achievements vary by school type and the role that school inputs play in pupils' educational achievement. Using data from the Young Lives project, this study finds that while individual and household characteristics the children enrol into school with are key drivers of educational achievement, school factors explain a large share of the educational achievement gaps of primary school pupils in Ethiopia.

Impact of Different Types of Schooling on Achievement in the School System

Educational achievement of pupils attending primary schools are different depending on the type of school they attend.This paper examines how these achievements vary by school type and the role that school inputs play in pupils' educational achievement. Using data from the Young Lives project, this study finds that while individual and household characteristics the children enrol into school with are key drivers of educational achievement, school factors explain a large share of the educational achievement gaps of primary school pupils in Ethiopia.

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The Role of Birth Order in Child Labour and Schooling

Does when a child was born relative to his or her siblings affect whether the child attends school or participates in child labour? We investigate this question by estimating the causal effect of birth order on the probabilities of school attendance and child labour participation. To address the potential endogeneity of family size, we use instrumental variable approach where the proportion of boys in the family is used to instrument family size.

The Role of Birth Order in Child Labour and Schooling

Does when a child was born relative to his or her siblings affect whether the child attends school or participates in child labour? We investigate this question by estimating the causal effect of birth order on the probabilities of school attendance and child labour participation. To address the potential endogeneity of family size, we use instrumental variable approach where the proportion of boys in the family is used to instrument family size.

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What Determines Learning among Kinh and Ethnic Minority Students in Vietnam?

An analysis of the Young Lives data collected in 2006, involving a younger cohort (aged 5) and an older cohort (aged 12), yields three important findings regarding the Kinh-ethnic minority gaps in mathematics and reading skills in Vietnam. First, large disparities exist even before children start primary school. Second, language may play an important role: Vietnamese-speaking ethnic minority children scored much higher than their non-Vietnamese-speaking counterparts, even though tests could be taken in any language the child chooses.

What Determines Learning among Kinh and Ethnic Minority Students in Vietnam?

An analysis of the Young Lives data collected in 2006, involving a younger cohort (aged 5) and an older cohort (aged 12), yields three important findings regarding the Kinh-ethnic minority gaps in mathematics and reading skills in Vietnam. First, large disparities exist even before children start primary school. Second, language may play an important role: Vietnamese-speaking ethnic minority children scored much higher than their non-Vietnamese-speaking counterparts, even though tests could be taken in any language the child chooses.

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Divergent Learning Profiles in Vietnam and India

In recent decades, both India and Vietnam have successfully expanded access to schooling to near-universal levels and have shifted their focus to quality-oriented policy reform. Yet, international and national evidence shows strongly contrasting learning profiles for children within the two systems. Simple indicators of numeracy suggest similar learning levels in both countries for 5-year-olds, but data suggest that, by the time they are 15, Vietnamese pupils outperform those in many OECD countries, while many pupils in India fail to master even the most basic skills.

Divergent Learning Profiles in Vietnam and India

In recent decades, both India and Vietnam have successfully expanded access to schooling to near-universal levels and have shifted their focus to quality-oriented policy reform. Yet, international and national evidence shows strongly contrasting learning profiles for children within the two systems. Simple indicators of numeracy suggest similar learning levels in both countries for 5-year-olds, but data suggest that, by the time they are 15, Vietnamese pupils outperform those in many OECD countries, while many pupils in India fail to master even the most basic skills.

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Participation in the Juntos Conditional Cash Transfer Program in Peru Is Associated with Changes in Child Anthropometric Status but Not Language Development or School Achievement

Background: It is unclear what effects a conditional cash transfer (CCT) program would have on child anthropometry, language development, or school achievement in the context of the nutrition transition experienced by many low- and middle-income countries.

Objective: We estimated the association of participation in Peru's Juntos CCT with anthropometry, language development, and school achievement among children aged 7-8 y.

Participation in the Juntos Conditional Cash Transfer Program in Peru Is Associated with Changes in Child Anthropometric Status but Not Language Development or School Achievement

Background: It is unclear what effects a conditional cash transfer (CCT) program would have on child anthropometry, language development, or school achievement in the context of the nutrition transition experienced by many low- and middle-income countries.

Objective: We estimated the association of participation in Peru's Juntos CCT with anthropometry, language development, and school achievement among children aged 7-8 y.

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A Poverty Trap for Indigenous Children in Peru?

This paper highlights a particular mechanism underlying the exclusion process of indigenous people in Peru by analyzing the role of aspirations in educational investment. Relying on the Young Lives dataset, we find that indigenous children do not limit their aspirations when compared to non-indigenous children with the same socio-economic background. Findings suggest that they do not have internalized racial schemas about their opportunities.

A Poverty Trap for Indigenous Children in Peru?

This paper highlights a particular mechanism underlying the exclusion process of indigenous people in Peru by analyzing the role of aspirations in educational investment. Relying on the Young Lives dataset, we find that indigenous children do not limit their aspirations when compared to non-indigenous children with the same socio-economic background. Findings suggest that they do not have internalized racial schemas about their opportunities.

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Book Review: ‘Education in South America’
Book Review: ‘Education in South America’

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Explaining the Urban-Rural Gap in Cognitive Achievement in Peru

In Peru, students attending rural schools demonstrate extremely poor learning outcomes and obtain results significantly below those of students in urban schools. Because the process of cognitive skill formation is cumulative, differences in initial endowments, early environments and influences occurring later at home and at school can all play a role in shaping these gaps. This analysis aims at measuring the contribution of school and early childhood influences to the difference in cognitive development observed, at the age of 8, between urban and rural children in Peru.

Explaining the Urban-Rural Gap in Cognitive Achievement in Peru

In Peru, students attending rural schools demonstrate extremely poor learning outcomes and obtain results significantly below those of students in urban schools. Because the process of cognitive skill formation is cumulative, differences in initial endowments, early environments and influences occurring later at home and at school can all play a role in shaping these gaps. This analysis aims at measuring the contribution of school and early childhood influences to the difference in cognitive development observed, at the age of 8, between urban and rural children in Peru.

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