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  • 1
    Publication Date: 2016-09-22
    Description: We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.
    Keywords: I24 ; I25 ; ddc:330 ; Teacher quality ; learning ; test scores
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: English
    Type: doc-type:workingPaper
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  • 2
    Publication Date: 2018-02-06
    Description: We study the impact of welfare payments in Ecuador on the probability that women and men work, and on whether they are employed in the formal or informal sectors. Our analysis is based on two distinct identification strategies and two separate sources of data spanning more than 10 years. We find no evidence that welfare discouraged work. However, among women, welfare payments led to reductions in social security contributions (which are mandated for salaried workers) and payment of VAT and income taxes (which are mandated for the self-employed and firm owners), although the magnitude of these effects is small.
    Keywords: H55 ; I38 ; J22 ; ddc:330 ; welfare ; work ; formality
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: English
    Type: doc-type:workingPaper
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  • 3
    Publication Date: 2018-02-06
    Description: Many poor households in developing countries are liquidity-constrained. As a result, they may under-invest in the human capital of their children. We provide new evidence on the long-term (10-year) effects of cash transfers using data from Ecuador. Our analysis is based on two separate sources of data and two identification strategies. First, we extend the results from an experiment that randomly assigned children under the age of 6 years to early or late treatment groups. Although the early treatment group received twice as much in total transfers, we find no difference between children in the two groups on performance on a large number of tests. Second, we use a regression discontinuity design exploiting the fact that a poverty index was used to determine eligibility for transfers. We focus on children who were just-eligible and just-ineligible for transfers when they were in late childhood, and compare their school attainment and work status 10 years later. Transfers increased secondary school completion, but the effects are small, between 1 and 2 percentage points from a counterfactual school completion rate of 75 percent. We conclude that any effect of cash transfers on the inter-generational transmission of poverty in Ecuador is likely to be modest.
    Keywords: I38 ; ddc:330 ; Conditional cash transfers (CCTs) ; poverty-traps ; long-term impacts ; Ecuador ; Bono de Desarrollo Humano ; Familienleistungsausgleich ; Wirkungsanalyse ; Kinder ; Bildungsverhalten ; Ecuador
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: English
    Type: doc-type:workingPaper
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  • 4
    Publication Date: 2018-02-06
    Description: Muchos hogares pobres en los países en desarrollo enfrentan problemas de liquidez. Como resultado, es probable que inviertan menos de lo necesario en el capital humano de sus niños. Utilizando datos de Ecuador, proporcionamos nueva evidencia sobre los efectos de largo plazo (10 años) de las transferencias monetarias. Nuestro análisis se basa en dos fuentes de datos diferentes y en dos estrategias de identificación. Primero, extendemos los resultados de un experimento que asignó aleatoriamente niños menores de 6 años a grupos de tratamiento “temprano” o “tardío”. Aunque el grupo de tratamiento temprano recibió el doble de transferencias totales, no enconramos diferencias entre los niños de ambos grupos en términos de su rendimiento en una variedad de pruebas. Segundo, utilizamos un diseño de regression discontinua aprovechando el uso de un “índice de pobreza” para determinar la elegibilidad para las transferencias. Nos enfocamos en niños que se encontraban justo por encima y justo por debajo del umbral de elegibilidad cuando estaban al final de la infancia y comparamos su rendimiento escolar y su estatus laboral 10 años más tarde. Las transferencias aumentaron la finalización de la escuela secundaria, pero los efectos son pequeños: entre 1 y 2 puntos porcentuales de una tasa contrafactual de finalización escolar del 75 por ciento. Concluimos que cualquier efecto de las transferencias monetarias en la transmisión intergeneracional de la pobreza en Ecuador será apenas modesto.
    Description: Many poor households in developing countries are liquidity-constrained. As a result, they may under-invest in the human capital of their children. We provide new evidence on the long-term (10-year) effects of cash transfers using data from Ecuador. Our analysis is based on two separate sources of data and two identification strategies. First, we extend the results from an experiment that randomly assigned children under the age of 6 years to early or late treatment groups. Although the early treatment group received twice as much in total transfers, we find no difference between children in the two groups on performance on a large number of tests. Second, we use a regression discontinuity design exploiting the fact that a poverty index was used to determine eligibility for transfers. We focus on children who were just-eligible and just-ineligible for transfers when they were in late childhood, and compare their school attainment and work status 10 years later. Transfers increased secondary school completion, but the effects are small, between 1 and 2 percentage points from a counterfactual school completion rate of 75 percent. We conclude that any effect of cash transfers on the inter-generational transmission of poverty in Ecuador is likely to be modest.
    Keywords: I38 ; ddc:330 ; Transferencias monetarias condicionadas ; pobreza ; impactos de largo término ; Ecuador ; Bono de Desarrollo Humano ; Familienleistungsausgleich ; Wirkungsanalyse ; Kinder ; Bildungsverhalten ; Ecuador
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: Spanish
    Type: doc-type:workingPaper
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  • 5
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    Washington, DC: Inter-American Development Bank (IDB)
    Publication Date: 2018-02-06
    Description: Development in early childhood predicts schooling and labor market outcomes in adulthood. In this paper we use a fixed effects identification strategy to assess how differences in the quality of child care affect the communication, fine motor, and problem solving skills of infants and toddlers. We show that children have significantly better development outcomes in classrooms with more experienced caregivers, and classrooms with caregivers who demonstrate higher-quality interactions with children. There is substantial heterogeneity in the effects of caregiver quality on child development. Parents either cannot observe, or do not value, the quality of care.
    Keywords: I00 ; I10 ; I20 ; I25 ; I30 ; I38 ; J13 ; ddc:330 ; child care ; quality ; child development ; CLASS ; ASQ-3 ; Kinderbetreuungseinrichtung ; Kinderbetreuung ; Pädagogik ; Bewertung ; Peru
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: English
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  • 6
    Publication Date: 2018-02-06
    Description: We study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children.
    Keywords: I21 ; ddc:330 ; test scores ; teachers ; gender
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: English
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  • 7
    Publication Date: 2018-02-06
    Description: El desarrollo en la primera infancia predice lo que serán los resultados en la escolaridad y el mercado laboral en la edad adulta. En este documento usamos una estrategia de identificación de efectos fijos para evaluar el modo en que las diferencias en la calidad de los jardines de cuidado infantil afectan la comunicación, la motricidad fina y las destrezas en resolución de problemas de los niños menores de tres años. Demostramos que los niños logran resultados en su desarrollo significativamente mejores cuando han tenido en las aulas cuidadores más experimentados y cuidadores capaces de ofrecer interacciones de mayor calidad a los niños. Existe una heterogeneidad considerable en los efectos de la calidad del cuidador sobre el desarrollo infantil. Por lo general, los padres no pueden observar, o no valoran, la calidad del cuidado.
    Description: Development in early childhood predicts schooling and labor market outcomes in adulthood. In this paper we use a fixed effects identification strategy to assess how differences in the quality of child care affect the communication, fine motor, and problem solving skills of infants and toddlers. We show that children have significantly better development outcomes in classrooms with more experienced caregivers, and classrooms with caregivers who demonstrate higher-quality interactions with children. There is substantial heterogeneity in the effects of caregiver quality on child development. Parents either cannot observe, or do not value, the quality of care.
    Keywords: I00 ; I10 ; I20 ; I25 ; I30 ; I38 ; J13 ; ddc:330 ; centros de cuidado infantil ; calidad ; desarrollo infantil ; CLASS ; ASQ ; Kinderbetreuungseinrichtung ; Kinderbetreuung ; Pädagogik ; Bewertung ; Peru
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: Spanish
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  • 8
    Publication Date: 2015-09-02
    Description: Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.
    Keywords: I24 ; I25 ; ddc:330 ; cognitive development ; poverty ; gradients ; Frühkindliche Bildung ; Bildungsertrag ; Sozialer Status ; Sprache ; Robustes Verfahren ; Lateinamerika
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: English
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  • 9
    Publication Date: 2015-09-02
    Description: Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.
    Keywords: ddc:330
    Repository Name: EconStor: OA server of the German National Library of Economics - Leibniz Information Centre for Economics
    Language: Spanish
    Type: doc-type:workingPaper
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