Modeling the effects of health status and the educational infrastructure on the cognitive development of Tanzanian schoolchildren
2005; Wiley; Volume: 17; Issue: 3 Linguagem: Inglês
10.1002/ajhb.20142
ISSN1520-6300
AutoresAlok Bhargava, Matthew Jukes, Damaris Ngorosho, Charles Khilma, Donald A. P. Bundy,
Tópico(s)School Choice and Performance
ResumoAmerican Journal of Human BiologyVolume 17, Issue 3 p. 280-292 Original Research Article Modeling the effects of health status and the educational infrastructure on the cognitive development of Tanzanian schoolchildren Alok Bhargava, Corresponding Author Alok Bhargava [email protected] Department of Economics, University of Houston, Houston, TexasDepartment of Economics, University of Houston, Houston, TX 77204-5019Search for more papers by this authorMatthew Jukes, Matthew Jukes Partnership for Child Development, Imperial College, London, United KingdomSearch for more papers by this authorDamaris Ngorosho, Damaris Ngorosho Tanzanian Partnership for Child Development (UKUMTA), Dar es Salaam, TanzaniaSearch for more papers by this authorCharles Khilma, Charles Khilma Tanzanian Partnership for Child Development (UKUMTA), Dar es Salaam, TanzaniaSearch for more papers by this authorDonald A.P. Bundy, Donald A.P. Bundy The World Bank, Washington, DCSearch for more papers by this author Alok Bhargava, Corresponding Author Alok Bhargava [email protected] Department of Economics, University of Houston, Houston, TexasDepartment of Economics, University of Houston, Houston, TX 77204-5019Search for more papers by this authorMatthew Jukes, Matthew Jukes Partnership for Child Development, Imperial College, London, United KingdomSearch for more papers by this authorDamaris Ngorosho, Damaris Ngorosho Tanzanian Partnership for Child Development (UKUMTA), Dar es Salaam, TanzaniaSearch for more papers by this authorCharles Khilma, Charles Khilma Tanzanian Partnership for Child Development (UKUMTA), Dar es Salaam, TanzaniaSearch for more papers by this authorDonald A.P. Bundy, Donald A.P. Bundy The World Bank, Washington, DCSearch for more papers by this author First published: 22 April 2005 https://doi.org/10.1002/ajhb.20142Citations: 17AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Abstract This paper models the proximate determinants of school attendance and scores on cognitive and educational achievement tests and on school examinations of over 600 schoolchildren from the Control group of a randomized trial in Tanzania, where children in the Intervention group heavily infected with hookworm and schistosomiasis received treatment. The modeling approach used a random effects framework and incorporated the inter-relationships between school attendance and performance on various tests, controlling for children's health status, socioeconomic variables, grade level, and the educational infrastructure. The empirical results showed the importance of variables such as children's height and hemoglobin concentration for the scores, especially on educational achievement tests that are easy to implement in developing countries. Also, teacher experience and work assignments were significant predictors of the scores on educational achievement tests, and there was some evidence of multiplicative effects of children's heights and work assignments on the test scores. Lastly, some comparisons were made for changes in test scores of treated children in the Intervention group with the untreated children in the Control group. Am. J. Hum. Biol. 17:280–292, 2005. © 2005 Wiley-Liss, Inc. Citing Literature Volume17, Issue3May/June 2005Pages 280-292 RelatedInformation
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