Cognitive Achievement Production in Madagascar : A Value-Added Model Approach

In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variab...

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Bibliographic Details
Main Authors:	Aubery, Frederic, Sahn, David
Format:	Journal Article
Published:	Taylor and Francis 2022
Subjects:	EDUCATION COGNITIVE ACHIEVEMENT VALUE-ADDED MODEL ECONOMICS OF EDUCATION EDUCATIONAL ATTAINMENT
Online Access:	http://hdl.handle.net/10986/36823

id	okr-10986-36823
recordtype	oai_dc
spelling	okr-10986-368232022-01-28T16:13:57Z Cognitive Achievement Production in Madagascar : A Value-Added Model Approach Aubery, Frederic Sahn, David EDUCATION COGNITIVE ACHIEVEMENT VALUE-ADDED MODEL ECONOMICS OF EDUCATION EDUCATIONAL ATTAINMENT In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variable bias. We demonstrate that schooling increases cognitive skills among young adults. The value-added of a year of schooling during adolescence is 0.15 to 0.26 standard deviation. Our results show the skills gap widens in adolescence, as students with higher cognitive skills complete more grades, accumulating more skills in their transition to adulthood. 2022-01-14T20:36:06Z 2022-01-14T20:36:06Z 2021-06-19 Journal Article Education Economics 0964-5292 http://hdl.handle.net/10986/36823 CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research Publications & Research :: Journal Article Africa Africa Eastern and Southern (AFE) Madagascar
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
topic	EDUCATION COGNITIVE ACHIEVEMENT VALUE-ADDED MODEL ECONOMICS OF EDUCATION EDUCATIONAL ATTAINMENT
spellingShingle	EDUCATION COGNITIVE ACHIEVEMENT VALUE-ADDED MODEL ECONOMICS OF EDUCATION EDUCATIONAL ATTAINMENT Aubery, Frederic Sahn, David Cognitive Achievement Production in Madagascar : A Value-Added Model Approach
geographic_facet	Africa Africa Eastern and Southern (AFE) Madagascar
description	In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variable bias. We demonstrate that schooling increases cognitive skills among young adults. The value-added of a year of schooling during adolescence is 0.15 to 0.26 standard deviation. Our results show the skills gap widens in adolescence, as students with higher cognitive skills complete more grades, accumulating more skills in their transition to adulthood.
format	Journal Article
author	Aubery, Frederic Sahn, David
author_facet	Aubery, Frederic Sahn, David
author_sort	Aubery, Frederic
title	Cognitive Achievement Production in Madagascar : A Value-Added Model Approach
title_short	Cognitive Achievement Production in Madagascar : A Value-Added Model Approach
title_full	Cognitive Achievement Production in Madagascar : A Value-Added Model Approach
title_fullStr	Cognitive Achievement Production in Madagascar : A Value-Added Model Approach
title_full_unstemmed	Cognitive Achievement Production in Madagascar : A Value-Added Model Approach
title_sort	cognitive achievement production in madagascar : a value-added model approach
publisher	Taylor and Francis
publishDate	2022
url	http://hdl.handle.net/10986/36823
_version_	1764485967415083008

Cognitive Achievement Production in Madagascar : A Value-Added Model Approach

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