Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools
Nghiem, Hong Son, Nguyen, Ha Trong, Khanam, Rasheda, & Connelly, Luke B. (2015) Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools. Labour Economics, 33, pp. 55-65.
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This paper investigates the effects of primary school choices on cognitive and non-cognitive development in children using data from the Longitudinal Study of Australian Children (LSAC). We militate against the measurement problems that are associated with individual unobserved heterogeneity by exploiting the richness of LSAC data and applying contemporary econometric approaches. We find that sending children to Catholic or other independent primary schools has no significant effect on their cognitive and non-cognitive outcomes. The literature now has evidence from three different continents that the returns to attending Catholic primary schools are no different than public schools.
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|Item Type:||Journal Article|
|Keywords:||School choice, Cognitive skills, Non-cognitive skills, Australia, NAPLAN|
|Subjects:||Australian and New Zealand Standard Research Classification > ECONOMICS (140000) > APPLIED ECONOMICS (140200) > Economics of Education (140204)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
|Copyright Owner:||Copyright 2015 Published by Elsevier B.V.|
|Copyright Statement:||Licensed under the Creative Commons Attribution; Non-Commercial; No-Derivatives 4.0 International. DOI: 10.1016/j.labeco.2015.02.009|
|Deposited On:||06 Mar 2015 00:32|
|Last Modified:||20 Jul 2015 21:02|
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