Cognitive Skills Among Children in Senegal: Disentangling the Roles of Schooling and Family Background
Cornell Food and Nutrition Policy Program Working Paper No. 189
29 Pages Posted: 2 Nov 2005 Last revised: 1 Feb 2008
There are 2 versions of this paper
Cognitive Skills Among Children in Senegal: Disentangling the Roles of Schooling and Family Background
Cognitive Skills Among Children in Senegal: Disentangling the Roles of Schooling and Family Background
Date Written: June 5, 2007
Abstract
We use unique data to estimate the determinants of cognitive ability among 14 to 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 only modest effects on test performance. Instead, family background primarily affects skills indirectly through the duration 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.
Keywords: Human capital, demand for schooling, educational economics
JEL Classification: I21, J24
Suggested Citation: Suggested Citation
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