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Changing Schools in Andhra Pradesh: Findings from the Young Lives School Survey

Moving from one school to another is a significant event for children, marked by new experiences and challenges. Changing schools can be difficult in terms of the curriculum, language, physical facilities in the school, change of friendships and adjusting to new teachers. On the other hand, selecting a school in many cases is not about a single decision made by parents at the point their child starts pre-school or primary. Instead, an increasing number of parents make multiple, successive choices, even during their children's earliest schooling.

Changing Schools in Andhra Pradesh: Findings from the Young Lives School Survey

Moving from one school to another is a significant event for children, marked by new experiences and challenges. Changing schools can be difficult in terms of the curriculum, language, physical facilities in the school, change of friendships and adjusting to new teachers. On the other hand, selecting a school in many cases is not about a single decision made by parents at the point their child starts pre-school or primary. Instead, an increasing number of parents make multiple, successive choices, even during their children's earliest schooling.

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Achievement Gap between Indigenous and Non-Indigenous Children in Peru

In Peru, indigenous children obtain lower scores on academic tests, on average, than non-indigenous children. In this study, we investigate whether a test score achievement gap is found by the age of 5 and whether this gap increases by the age of 8. While the literature has focused on the underlying family and children determinants of achievement gaps, we use an extension of the Oaxaca-Blinder technique to include community sorting effects and heterogeneity in community impact effects.

Achievement Gap between Indigenous and Non-Indigenous Children in Peru

In Peru, indigenous children obtain lower scores on academic tests, on average, than non-indigenous children. In this study, we investigate whether a test score achievement gap is found by the age of 5 and whether this gap increases by the age of 8. While the literature has focused on the underlying family and children determinants of achievement gaps, we use an extension of the Oaxaca-Blinder technique to include community sorting effects and heterogeneity in community impact effects.

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Children’s Cognitive Ability, Schooling and Work

I investigate the relationship between children's cognitive ability and parental investment using a rich dataset on a cohort of children from Ethiopia. The data come from Young Lives, a long-term international study of childhood poverty in four countries. Ability is measured by scores on a cognitive test. A child's enrollment in school, participation in work and work hours are employed as measures of parental investment in human capital.

Children’s Cognitive Ability, Schooling and Work

I investigate the relationship between children's cognitive ability and parental investment using a rich dataset on a cohort of children from Ethiopia. The data come from Young Lives, a long-term international study of childhood poverty in four countries. Ability is measured by scores on a cognitive test. A child's enrollment in school, participation in work and work hours are employed as measures of parental investment in human capital.

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Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students?

This paper examines whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school for two developing countries, Vietnam and Peru. This is done by estimating education production functions that contain two school fixed effects for each school, one for advantaged children and one for disadvantaged children. The paper examines six different definitions of disadvantage, based on household wealth, having low cognitive skills at age 5, gender, ethnic minority group (Peru only), maternal education, and nutritional status.

Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students?

This paper examines whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school for two developing countries, Vietnam and Peru. This is done by estimating education production functions that contain two school fixed effects for each school, one for advantaged children and one for disadvantaged children. The paper examines six different definitions of disadvantage, based on household wealth, having low cognitive skills at age 5, gender, ethnic minority group (Peru only), maternal education, and nutritional status.

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Impact of Climatic Shocks on Child Human Capital

This study analyses the impact of two different climatic shocks drought and excessive rainfall/flood, as perceived by households on child human capital across four countries – Ethiopia, India, Peru and Vietnam; countries with diverse socio-economic backgrounds. Human capital, in this context, subsumes both child learning and health outcomes. The data source is the Young Lives Study and cross-sectional household data is utilized for the year 2009. The study examines the data on the older cohort of children, 14–16 years of age, and covers both urban and rural areas.

Impact of Climatic Shocks on Child Human Capital

This study analyses the impact of two different climatic shocks drought and excessive rainfall/flood, as perceived by households on child human capital across four countries – Ethiopia, India, Peru and Vietnam; countries with diverse socio-economic backgrounds. Human capital, in this context, subsumes both child learning and health outcomes. The data source is the Young Lives Study and cross-sectional household data is utilized for the year 2009. The study examines the data on the older cohort of children, 14–16 years of age, and covers both urban and rural areas.

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Youth Vulnerabilities in Life-course Transitions

This paper examines youth vulnerabilities, with a particular emphasis on low- and middle-income countries. It touches on the challenges confronted by young people exposed to extreme, life-threatening circumstances, such as political violence and armed conflict, but focuses on vulnerabilities that emerge in key transitions experienced by most young people, such as those linked to school, work, partnership and parenthood. Such vulnerabilities not only hold young people back, but also are a barrier to capitalising on the demographic dividend.

Youth Vulnerabilities in Life-course Transitions

This paper examines youth vulnerabilities, with a particular emphasis on low- and middle-income countries. It touches on the challenges confronted by young people exposed to extreme, life-threatening circumstances, such as political violence and armed conflict, but focuses on vulnerabilities that emerge in key transitions experienced by most young people, such as those linked to school, work, partnership and parenthood. Such vulnerabilities not only hold young people back, but also are a barrier to capitalising on the demographic dividend.

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What do we know about how children use their time?
What do we know about how children use their time?
Children's Well-being and Work in Sub-Saharan Africa
Children's Well-being and Work in Sub-Saharan Africa

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Emergence and Evolution of Learning Gaps across Countries

There are substantial learning gaps across countries on standardised international assessments. In this paper, I use unique child-level panel data from Ethiopia, India, Peru and Vietnam with identical tests administered across these countries to children at 5, 8, 12 and 15 years of age to ask at what ages do gaps between different populations emerge, how they increase or decline over time, and what the proximate determinants of this divergence are.

Emergence and Evolution of Learning Gaps across Countries

There are substantial learning gaps across countries on standardised international assessments. In this paper, I use unique child-level panel data from Ethiopia, India, Peru and Vietnam with identical tests administered across these countries to children at 5, 8, 12 and 15 years of age to ask at what ages do gaps between different populations emerge, how they increase or decline over time, and what the proximate determinants of this divergence are.

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Children’s Agency in Responding to Shocks and Adverse Events in Ethiopia

This paper focuses on children's experiences of shocks and adverse events and their agency in dealing with the impacts of such events in Ethiopia, using survey and qualitative data collected from individuals and groups of children and young people. It draws on Young Lives data, including data from two qualitative sub-studies carried out in 2009 and 2010. It finds out that children have their own experiences of shocks, different from the experiences of adults or of the household as a whole, and that some of the shocks have long-term consequences for children's well-being.

Children’s Agency in Responding to Shocks and Adverse Events in Ethiopia

This paper focuses on children's experiences of shocks and adverse events and their agency in dealing with the impacts of such events in Ethiopia, using survey and qualitative data collected from individuals and groups of children and young people. It draws on Young Lives data, including data from two qualitative sub-studies carried out in 2009 and 2010. It finds out that children have their own experiences of shocks, different from the experiences of adults or of the household as a whole, and that some of the shocks have long-term consequences for children's well-being.

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