Family Background, School Characteristics, and Children's Cognitive Achievement in Madagascar

Published in: Education Economics, v. 19, no. 4, Sep. 2010, p. 363-396

Posted on on January 01, 2010

by Peter Glick, Jean Claude Randrianarisoa, David E. Sahn

Read More

Access further information on this document at Education Economics

This article was published outside of RAND. The full text of the article can be found at the link above.

This paper uses linked household, school, and test score data from Madagascar to investigate the relation of household characteristics and school factors to the cognitive skills of children ages 8 to 10 and 14 to 16. In contrast to most achievement test studies in developing countries, the study uses representative rather than school-based samples of children and combines detailed information on school and family background. Schooling of mothers matters far more for learning than schooling of fathers, perhaps reflecting differences in parental time spent with children on schoolwork. Even these effects, however, are significantly attenuated when controlling for choice of residence or school. Skills are also affected by aspects of primary schools, including teacher experience and infrastructure.

This report is part of the RAND Corporation External publication series. Many RAND studies are published in peer-reviewed scholarly journals, as chapters in commercial books, or as documents published by other organizations.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.