Evidence suggests that government subsidies typically increase school attendance and at the same time decrease paid work by children. The intuition is simple enough—children who were not able to afford schooling can now go to school, and because there are only so many hours in the day, they also do less paid work. While such subsidies typically offset all schooling costs, Jacobus de Hoop, Jed Friedman, Eeshani Kandpal, and Furio Rosati asked whether a partial subsidy could increase schooling. They study the Pantawid program, which aims to improve children’s health and education in poor households (those with daily income less than US$2.15 per capita) in the Philippines.
Continue reading “Partial Schooling Subsidy Puts Kids into the Classroom—And to Work”
Two trends are often observed as a country develops: a decline in family size and a rise in education attainment. Are they related? In particular, could the fall in family size be one reason for the increase in education levels? Hui Ren Tan (Boston University) considered this question within the context of the 19th and early 20th century United States.
Continue reading “Having More Siblings Reduces Education Attainment, but Not by Much”
Studies from low-, middle-, and high-income countries show that children brought up in a more favorable early environment benefit in the long run. They are healthier, taller, have higher cognitive ability and educational attainment, and earn significantly higher wages. As a result, preschool construction programs are often assumed to hold considerable promise to increase school readiness while reducing socioeconomic gaps in human capital development. Researchers Adrien Bouguen (University of Mannheim), Deon Filmer (World Bank), Karen Macours (Paris School of Economics and INRA), and Sophie Naudeau (World Bank) examined a school construction project in Cambodia to see if this kind of effort had the desired results. They found that a poor understanding of parent response may be at the heart of the program’s disappointing results.
Continue reading “Preschool and Parents’ Reactions in a Developing Country: Evidence from a School Construction Experiment in Cambodia”
Most children in Sub-Saharan Africa are enrolled in school these days, but for reasons not well understood, they learn very little. Previous research has shown that a lack of physical resources, such as textbooks and flip charts, cannot explain these low levels of achievement. New study finds that when teachers lack knowledge, their students fall behind.
Continue reading “You Can’t Teach What You Don’t Know: Teachers’ Lack of Knowledge Hampers Student Learning in Sub-Saharan Africa”
The role of psychological attributes such as hope and self-efficacy in escaping poverty has attracted increasing attention among economists, policy-makers, and development practitioners. Researchers recently borrowed a technique from clinical psychology to learn what self-portraits can tell us about the effectiveness of a child sponsorship program in the slums of Jakarta.
Continue reading “Children’s Self-Portraits Show that Child Sponsorship Increases Hope”