Cognitive Skills among Children in Senegal: Disentangling the Roles of Schooling and Family Background

Autor/inn/en	Glick, Peter; Sahn, David E.
Titel	Cognitive Skills among Children in Senegal: Disentangling the Roles of Schooling and Family Background
Quelle	In: Economics of Education Review, 28 (2009) 2, S.178-188 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2007.12.003
Schlagwörter	Foreign Countries; Cognitive Ability; Cognitive Measurement; Cognitive Tests; Adolescents; Predictor Variables; Educational Demand; Socioeconomic Influences; Educational Assessment; Educational Indicators; Achievement Gap; Family Characteristics; Educational Attainment; Role Perception; Senegal + Suchen Sie Ihr Suchwort? Ausland; Denkfähigkeit; Kognitiver Fähigkeitstest; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Prädiktor; Bildungsanforderung; Bildungsnachfrage; Sozioökonomischer Faktor; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsabschluss; Bildungsgut; Role conception; Rollenverständnis
Abstract	We use unique data to estimate the determinants of cognitive ability among 14-17-year olds in Senegal. Unlike standard school-based samples, tests were administered to current students as well as to children no longer--or never--enrolled. Years of schooling strongly affects cognitive skills, but conditional on years of school, parental education and household wealth, as well as local public school quality, have surprisingly modest effects on test performance. Instead, family background primarily affects skills indirectly through its impacts on years of schooling. Therefore closing the schooling gaps between poor and wealthy children will also close most of the gap in cognitive skills between these groups. (Contains 4 tables and 19 footnotes.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10