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Family background, school characteristics, and children's cognitive achievement in Madagascar

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  • Peter Glick
  • Jean Claude Randrianarisoa
  • David E. Sahn

Abstract

This paper uses linked household, school, and test score data from Madagascar to investigate the relation of household characteristics and school factors to the cognitive skills of children ages 8--10 and 14--16. In contrast to most achievement test studies in developing countries, the study uses representative rather than school-based samples of children and combines detailed information on school and family background. Schooling of mothers matters far more for learning than schooling of fathers, perhaps reflecting differences in parental time spent with children on schoolwork. Even these effects, however, are significantly attenuated when controlling for choice of residence or school. Skills are also affected by aspects of primary schools, including teacher experience and infrastructure.

Suggested Citation

  • Peter Glick & Jean Claude Randrianarisoa & David E. Sahn, 2011. "Family background, school characteristics, and children's cognitive achievement in Madagascar," Education Economics, Taylor & Francis Journals, vol. 19(4), pages 363-396, February.
    • Handle: RePEc:taf:edecon:v:19:y:2011:i:4:p:363-396
    DOI: 10.1080/09645292.2010.488476
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    References listed on IDEAS

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    1. World Bank, 2008. "The Challenge of Expanding Secondary Education and Training in Madagascar," World Bank Publications - Books, The World Bank Group, number 6398, December.
    2. Deon Filmer & Amer Hasan & Lant Pritchett, 2006. "A Millennium Learning Goal: Measuring Real Progress in Education," Working Papers 97, Center for Global Development.
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    Cited by:

    1. Björn Nilsson, 2019. "The School-to-Work Transition in Developing Countries," Journal of Development Studies, Taylor & Francis Journals, vol. 55(5), pages 745-764, May.
    2. De Hoyos Navarro,Rafael E. & Holland,Peter Anthony & Troiano,Sara, 2015. "Understanding the trends in learning outcomes in Argentina, 2000 to 2012," Policy Research Working Paper Series 7518, The World Bank.
    3. Eleonora Mihaela Popa, 2022. "Reflections and perspectives on parental involvement in children's school activity," Technium Social Sciences Journal, Technium Science, vol. 30(1), pages 75-87, April.
    4. David SAHN & Catalina HERRERA, 2014. "The Impact of Early Childbearing on Schooling and Cognitive Skills among Young Women in Madagascar," Working Papers 201428, CERDI.
    5. repec:thr:techub:10030:y:2022:i:1:p:75-87 is not listed on IDEAS
    6. Minoza Joemar & Elloran Mayeth, 2023. "Exploring parent’s role, involvement and challenges in the most critical stage of their children’s development," HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES, HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE, HO CHI MINH CITY OPEN UNIVERSITY, vol. 13(2), pages 55-66.
    7. Cristian Barra & Marinella Boccia, 2022. "What matters in educational performance? Evidence from OECD and non-OECD countries," Quality & Quantity: International Journal of Methodology, Springer, vol. 56(6), pages 4335-4394, December.
    8. Herrera Catalina & E. Sahn David, 2017. "Working Paper 281 - Early Childbearing, School Attainment and Cognitive Skills," Working Paper Series 2398, African Development Bank.
    9. Kaila, Heidi & Sahn, David E. & Sunder, Naveen, 2018. "Early Life Determinants of Cognitive Ability: A Comparative Study on Madagascar and Senegal," IZA Discussion Papers 11550, Institute of Labor Economics (IZA).
    10. Omoeva, Carina & Menezes Cunha, Nina & Moussa, Wael, 2021. "Measuring equity of education resource allocation: An output-based approach," International Journal of Educational Development, Elsevier, vol. 87(C).
    11. Catalina Herrera Almanza & David E. Sahn, 2018. "Early Childbearing, School Attainment, and Cognitive Skills: Evidence From Madagascar," Demography, Springer;Population Association of America (PAA), vol. 55(2), pages 643-668, April.

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