Education is a crucial determinant of child quality. Economic theory and empirical research suggest a trade-off between the quantity and quality of children. Larger families facing tighter constraints are likely to distribute resources among children unevenly, which can adversely affect educational investment in some children within the same family. This paper investigates the effects of the number and order of siblings on children's educational attainment in Egypt; a developing country that has been overlooked in the literature. For this purpose, we use the Egyptian labor market panel survey between 2006 and 2012. We control for parental family income, age at birth, and other family-level attributes. We find that a child with more siblings is likely to complete elementary school, but less likely to have a high school degree. Our findings are robust to several specification checks. We build on these findings to inform policy making in the areas of education and family planning.
{"title":"Cheaper by the Dozen: Family Size Effects on Children’s Educational Attainment in Egypt","authors":"Reham Rizk, Hany Abdel‐Latif, A. Staneva","doi":"10.2139/ssrn.3454808","DOIUrl":"https://doi.org/10.2139/ssrn.3454808","url":null,"abstract":"Education is a crucial determinant of child quality. Economic theory and empirical research suggest a trade-off between the quantity and quality of children. Larger families facing tighter constraints are likely to distribute resources among children unevenly, which can adversely affect educational investment in some children within the same family. This paper investigates the effects of the number and order of siblings on children's educational attainment in Egypt; a developing country that has been overlooked in the literature. For this purpose, we use the Egyptian labor market panel survey between 2006 and 2012. We control for parental family income, age at birth, and other family-level attributes. We find that a child with more siblings is likely to complete elementary school, but less likely to have a high school degree. Our findings are robust to several specification checks. We build on these findings to inform policy making in the areas of education and family planning.","PeriodicalId":196307,"journal":{"name":"WGSRN: Gender Equality in Education & Health (Sub-Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122821896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In most OECD countries, girls outperform boys in all subjects except mathematics. Usually, only test scores are utilised as a measure of mathematical skills. In this paper, we argue that in order to measure children's capability in mathematics we need to include some indicators of the attitudes of children towards the subject. This is particularly important when we analyse gender gaps, because attitudes towards mathematics differ by gender. We first describe the differences by gender both in test scores and attitudes utilising a model including school fixed effects. Next, we estimate a quantile regression in order to analyse how the gender gap varies across the distribution of the attitudes. Lastly, in addition to the test scores in mathematics, we use indicators of attitudes towards maths to estimate a Structural Equation Model, which takes into account that maths capability is a latent construct of which we only observe some indicators (test scores and attitudes). We use data from the Italian National Test (Invalsi) for year 5 and year 10 in 2014 and 2015. Results confirm that when we measure mathematics capability including attitudes in addition to test scores, the gap between boys and girls is even wider with respect to the analysis of test scores alone, and therefore educational policies aimed at reducing the gender gap in mathematics should address both attitudes and test scores.
{"title":"The Gender Gap in Attitudes and Test Scores: A New Construct of the Mathematical Capability","authors":"M. D. Di Tommaso, Anna Maccagnan, S. Mendolia","doi":"10.2139/ssrn.3261702","DOIUrl":"https://doi.org/10.2139/ssrn.3261702","url":null,"abstract":"In most OECD countries, girls outperform boys in all subjects except mathematics. Usually, only test scores are utilised as a measure of mathematical skills. In this paper, we argue that in order to measure children's capability in mathematics we need to include some indicators of the attitudes of children towards the subject. This is particularly important when we analyse gender gaps, because attitudes towards mathematics differ by gender. We first describe the differences by gender both in test scores and attitudes utilising a model including school fixed effects. Next, we estimate a quantile regression in order to analyse how the gender gap varies across the distribution of the attitudes. Lastly, in addition to the test scores in mathematics, we use indicators of attitudes towards maths to estimate a Structural Equation Model, which takes into account that maths capability is a latent construct of which we only observe some indicators (test scores and attitudes). We use data from the Italian National Test (Invalsi) for year 5 and year 10 in 2014 and 2015. Results confirm that when we measure mathematics capability including attitudes in addition to test scores, the gap between boys and girls is even wider with respect to the analysis of test scores alone, and therefore educational policies aimed at reducing the gender gap in mathematics should address both attitudes and test scores.","PeriodicalId":196307,"journal":{"name":"WGSRN: Gender Equality in Education & Health (Sub-Topic)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130344465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education is the foundation of any society. Educational system is instrumental in the development of a child. Kendriya Vidayalayas are improving the educational level and are in high demand. This research, studies the factors affecting the academic result of class twelfth of Kendriya Vidayalayas. The findings of the study show that there is a correlation between exams performance (results) and teacher-student ratio. The paper also provides evidence that increase in the proportion of girls improves cognitive outcomes.
{"title":"Factors Affecting Academic Performance of Kendriya Vidayalayas (Central Govt. Schools) : Evidence from India","authors":"Dr. Mohammad Rahim, Furquan Uddin","doi":"10.2139/ssrn.3139361","DOIUrl":"https://doi.org/10.2139/ssrn.3139361","url":null,"abstract":"Education is the foundation of any society. Educational system is instrumental in the development of a child. Kendriya Vidayalayas are improving the educational level and are in high demand. This research, studies the factors affecting the academic result of class twelfth of Kendriya Vidayalayas. The findings of the study show that there is a correlation between exams performance (results) and teacher-student ratio. The paper also provides evidence that increase in the proportion of girls improves cognitive outcomes.","PeriodicalId":196307,"journal":{"name":"WGSRN: Gender Equality in Education & Health (Sub-Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129864761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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