Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools

Nghiem, Hong Son and Nguyen, Ha Trong and Khanam, Rasheda and 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. ISSN 0927-5371

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Abstract

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 problems associated with individual unobserved heterogeneity by exploiting both the richness of LSAC data and contemporary econometric methods. We find that sending children to Catholic or independent primary schools has no significant effect on their cognitive and non-cognitive outcomes.
We now have 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: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2015 Elsevier B.V. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Commerce
Date Deposited: 24 Mar 2015 23:15
Last Modified: 20 Apr 2016 23:13
Uncontrolled Keywords: school choice; cognitive/non-cognitive skills; panel data; Australia
Fields of Research : 14 Economics > 1403 Econometrics > 140304 Panel Data Analysis
14 Economics > 1402 Applied Economics > 140204 Economics of Education
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
Identification Number or DOI: 10.1016/j.labeco.2015.02.009
URI: http://eprints.usq.edu.au/id/eprint/26881

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