Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania

To assess the conventional view that assets uniformly improve childhood development through wealth effects, this paper tests whether different types of assets have different effects on child education. The analysis indicates that household durables...

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Main Authors:	Kafle, Kashi, Jolliffe, Dean, Winter-Nelson, Alex
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2017
Subjects:	LIVING STANDARDS MEASUREMENT STUDY INTEGRATED SURVEYS ON AGRICULTURE LSMS ASSET OWNERSHIP EARLY CHILDHOOD EDUCATION GRADE COMPLETION SCHOOL ENROLLMENT SCHOOL PERFORMANCE CHILD LABOR
Online Access:	http://documents.worldbank.org/curated/en/423981495472619176/Do-different-types-of-assets-have-differential-effects-on-child-education-evidence-from-Tanzania http://hdl.handle.net/10986/26840

id	okr-10986-26840
recordtype	oai_dc
spelling	okr-10986-268402021-06-08T14:42:46Z Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania Kafle, Kashi Jolliffe, Dean Winter-Nelson, Alex LIVING STANDARDS MEASUREMENT STUDY INTEGRATED SURVEYS ON AGRICULTURE LSMS ASSET OWNERSHIP EARLY CHILDHOOD EDUCATION GRADE COMPLETION SCHOOL ENROLLMENT SCHOOL PERFORMANCE CHILD LABOR To assess the conventional view that assets uniformly improve childhood development through wealth effects, this paper tests whether different types of assets have different effects on child education. The analysis indicates that household durables and housing quality have the expected positive effects, but agricultural assets have adverse effects on highest grade completed and no effects on exam performance. Extending the standard agricultural-household model by explicitly including child labor, the study uses three waves of panel data from Tanzania to estimate the effects of household assets on child education. The analysis corrects for the endogeneity of assets and uses a Hausman-Taylor instrumental variable panel data estimator to identify the effects of time-invariant observables and more efficiently control for time-invariant unobservables. The negative effect of agricultural assets is more pronounced among rural children and children from farming households, presumably due to the higher opportunity cost of their schooling. 2017-06-01T22:38:00Z 2017-06-01T22:38:00Z 2017-05 Working Paper http://documents.worldbank.org/curated/en/423981495472619176/Do-different-types-of-assets-have-differential-effects-on-child-education-evidence-from-Tanzania http://hdl.handle.net/10986/26840 English en_US Policy Research Working Paper;No. 8071 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Tanzania
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	LIVING STANDARDS MEASUREMENT STUDY INTEGRATED SURVEYS ON AGRICULTURE LSMS ASSET OWNERSHIP EARLY CHILDHOOD EDUCATION GRADE COMPLETION SCHOOL ENROLLMENT SCHOOL PERFORMANCE CHILD LABOR
spellingShingle	LIVING STANDARDS MEASUREMENT STUDY INTEGRATED SURVEYS ON AGRICULTURE LSMS ASSET OWNERSHIP EARLY CHILDHOOD EDUCATION GRADE COMPLETION SCHOOL ENROLLMENT SCHOOL PERFORMANCE CHILD LABOR Kafle, Kashi Jolliffe, Dean Winter-Nelson, Alex Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania
geographic_facet	Africa Tanzania
relation	Policy Research Working Paper;No. 8071
description	To assess the conventional view that assets uniformly improve childhood development through wealth effects, this paper tests whether different types of assets have different effects on child education. The analysis indicates that household durables and housing quality have the expected positive effects, but agricultural assets have adverse effects on highest grade completed and no effects on exam performance. Extending the standard agricultural-household model by explicitly including child labor, the study uses three waves of panel data from Tanzania to estimate the effects of household assets on child education. The analysis corrects for the endogeneity of assets and uses a Hausman-Taylor instrumental variable panel data estimator to identify the effects of time-invariant observables and more efficiently control for time-invariant unobservables. The negative effect of agricultural assets is more pronounced among rural children and children from farming households, presumably due to the higher opportunity cost of their schooling.
format	Working Paper
author	Kafle, Kashi Jolliffe, Dean Winter-Nelson, Alex
author_facet	Kafle, Kashi Jolliffe, Dean Winter-Nelson, Alex
author_sort	Kafle, Kashi
title	Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania
title_short	Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania
title_full	Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania
title_fullStr	Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania
title_full_unstemmed	Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania
title_sort	do different types of assets have differential effects on child education? : evidence from tanzania
publisher	World Bank, Washington, DC
publishDate	2017
url	http://documents.worldbank.org/curated/en/423981495472619176/Do-different-types-of-assets-have-differential-effects-on-child-education-evidence-from-Tanzania http://hdl.handle.net/10986/26840
_version_	1764462886666633216

Do Different Types of Assets have Differential Effects on Child Education? : Evidence from Tanzania

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