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Child Endowments and Parental Preferences for Equality or Efficiency in Human Capital Development

This paper estimates a sibling-difference model of the impact of sibling height-for-age differences on parental investment in each sibling’s cognitive development. The aim of the paper is to uncover parental preferences for equality or efficiency in human capital investments by determining whether parents make compensating or reinforcing investments.

Child Endowments and Parental Preferences for Equality or Efficiency in Human Capital Development

This paper estimates a sibling-difference model of the impact of sibling height-for-age differences on parental investment in each sibling’s cognitive development. The aim of the paper is to uncover parental preferences for equality or efficiency in human capital investments by determining whether parents make compensating or reinforcing investments.

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'Socialization' and Primary School Student Learning in Vietnam

This paper seeks a deeper understanding of Vietnam's education 'socialization' policy, and the broader context (and policy discourse) within which the policy has been forged and implemented. It also aims to investigate how institutionalized practices of 'socialization' affect student learning quality.

'Socialization' and Primary School Student Learning in Vietnam

This paper seeks a deeper understanding of Vietnam's education 'socialization' policy, and the broader context (and policy discourse) within which the policy has been forged and implemented. It also aims to investigate how institutionalized practices of 'socialization' affect student learning quality.

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Does Full-day Schooling Reduce Educational Inequality in Vietnam?

Privatization of the education sector has recently emerged in many low- and middle- income countries. This paper contributes empirical evidence to the ongoing discourses by looking into full-day schooling and educational inequality in Vietnam. Full-day schooling was implemented initially to deal with deficiencies in primary instructional time in Vietnam. Using data from the Vietnam Young Lives School Survey (2011), this paper examines whether full-day schooling decreases educational inequality.

Does Full-day Schooling Reduce Educational Inequality in Vietnam?

Privatization of the education sector has recently emerged in many low- and middle- income countries. This paper contributes empirical evidence to the ongoing discourses by looking into full-day schooling and educational inequality in Vietnam. Full-day schooling was implemented initially to deal with deficiencies in primary instructional time in Vietnam. Using data from the Vietnam Young Lives School Survey (2011), this paper examines whether full-day schooling decreases educational inequality.

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Undisclosed Effects of Privatization

This study aims to evaluate the relationship between private school's attendance and student's allocation of time on educational activities outside school. In this sense, our analysis focuses on student's learning investments throughout their educational progress. We model parent's consumption decisions and private schooling choice to predict a positive relationship between children's educational investments at home and parents' welfare. Using this analytical framework we aim to interpret reduced form results.

Undisclosed Effects of Privatization

This study aims to evaluate the relationship between private school's attendance and student's allocation of time on educational activities outside school. In this sense, our analysis focuses on student's learning investments throughout their educational progress. We model parent's consumption decisions and private schooling choice to predict a positive relationship between children's educational investments at home and parents' welfare. Using this analytical framework we aim to interpret reduced form results.

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Gaps in Cognitive and Socio-Emotional Development between Public and Private School Children in Peru’s Urban Areas

This study aims to identify and analyze gaps in cognitive and socio-emotional development between public and private school children in Peru's urban areas. The study uses data from Young Lives and has a mixed methods design. In the quantitative analysis, we apply a Propensity Score Matching (PSM) approach to compare cognitive and socio-emotional outcomes between private and public school children. In the qualitative analysis, we explore if differences in cognitive and socio-emotional development could be reflected in different children´s school experiences.

Gaps in Cognitive and Socio-Emotional Development between Public and Private School Children in Peru’s Urban Areas

This study aims to identify and analyze gaps in cognitive and socio-emotional development between public and private school children in Peru's urban areas. The study uses data from Young Lives and has a mixed methods design. In the quantitative analysis, we apply a Propensity Score Matching (PSM) approach to compare cognitive and socio-emotional outcomes between private and public school children. In the qualitative analysis, we explore if differences in cognitive and socio-emotional development could be reflected in different children´s school experiences.

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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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