Literaturnachweis - Detailanzeige
| Autor/inn/en | Aubery, Frédéric; Sahn, David E. |
|---|---|
| Titel | Cognitive Achievement Production in Madagascar: A Value-Added Model Approach |
| Quelle | In: Education Economics, 29 (2021) 6, S.670-699 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0964-5292 |
| DOI | 10.1080/09645292.2021.1921110 |
| Schlagwörter | Foreign Countries; Young Adults; Thinking Skills; Value Added Models; Skill Development; Scores; Academic Achievement; Outcomes of Education; Time Factors (Learning); Adolescents; Madagascar |
| Abstract | In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variable bias. We demonstrate that schooling increases cognitive skills among young adults. The value-added of a year of schooling during adolescence is 0.15 to 0.26 standard deviation. Our results show the skills gap widens in adolescence, as students with higher cognitive skills complete more grades, accumulating more skills in their transition to adulthood. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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