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"Glewwe, Paul"
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Developmental potential in the first 5 years for children in developing countries
Many children younger than 5 years in developing countries are exposed to multiple risks, including poverty, malnutrition, poor health, and unstimulating home environments, which detrimentally affect their cognitive, motor, and social-emotional development. There are few national statistics on the development of young children in developing countries. We therefore identified two factors with available worldwide data—the prevalence of early childhood stunting and the number of people living in absolute poverty—to use as indicators of poor development. We show that both indicators are closely associated with poor cognitive and educational performance in children and use them to estimate that over 200 million children under 5 years are not fulfilling their developmental potential. Most of these children live in south Asia and sub-Saharan Africa. These disadvantaged children are likely to do poorly in school and subsequently have low incomes, high fertility, and provide poor care for their children, thus contributing to the intergenerational transmission of poverty.
Journal Article
السياسات التربوية في الدول النامية
قد جاءت فكرة تأليف هذا الكتاب حول ما اتفق الخبراء الاقتصاديون على أن التعليم يؤدي دورا محوريا في تحديد النمو الاقتصادي والاجتماعي في أي بلد، وتعد السياسة التربوية التي تتبناها الدولة محركا أساسيا في عملية التعليم ؛ ونتيجة لأن السياسات التربوية في الدول النامية غير واضحة وغير مكتملة عبر العقود الماضية، ومازالت تحتاج إلى الإصلاح أو إعادة بنائها.
BOOK
Teacher incentives
We analyze a randomized trial of a program that rewarded Kenyan primary school teachers based on student test scores, with penalties for students not taking the exams. Scores increased on the formula used to reward teachers, and program school students scored higher on the exams linked to teacher incentives. Yet most of the gains were focused on the teacher reward formula. The dropout rate was unchanged. Instead, exam participation increased among enrolled students. Test scores increased on exams linked to the incentives, but not on other, unrelated exams. Teacher attendance and homework assignment were unaffected, but test preparation sessions increased.
Journal Article
Why Does Mother's Schooling Raise Child Health in Developing Countries? Evidence from Morocco
Mother's education is often found to be positively correlated with child health and nutrition in developing countries, yet the causal mechanisms are poorly understood. Three possible mechanisms are: (1) Formal education directly teaches health knowledge to future mothers; (2) Literacy and numeracy skills acquired in school assist future mothers in diagnosing and treating child health problems; and (3) Exposure to modern society from formal schooling makes women more receptive to modern medical treatments. This paper uses data from Morocco to assess the role played by these different mechanisms. Mother's health knowledge alone appears to be the crucial skill for raising child health. In Morocco, such knowledge is primarily obtained outside the classroom, although it is obtained using literacy and numeracy skills learned in school; there is no evidence that health knowledge is directly taught in schools. This suggests that teaching of health knowledge skills in Moroccan schools could substantially raise child health and nutrition in Morocco.
Journal Article
Impact Evaluation in International Development
Impact evaluations are studies that attempt to measure the causal impact of a project, program, or policy on one or more outcomes. This book provides a comprehensive exposition of how to conduct impact evaluations. Part I provides an overview of impact evaluations and comprises five chapters which are accessible to readers who have few or none of the technical (statistical and econometric) skills that are needed to conduct impact evaluations. Parts II and III make use of statistical and econometric methods and are at a level similar to a graduate-student course but written to make them accessible to the ambitious reader whose skills are not at that level. Part II presents, in Chapters 6-10, a comprehensive discussion of the use of randomized controlled trials (RCTs) to conduct impact evaluations, including a general discussion of the ethical issues involved in conducting impact evaluations. Part III presents the main nonexperimental methods that are used to implement impact evaluations when RCTs are not feasible or not recommended for other reasons. Chapters 11 and 12 present regression methods, including difference-in-differences estimation. Matching methods are described in Chapter 13, after which regression discontinuity methods are covered in Chapter 14. Instrumental variable methods, including the estimation of local average treatment effects (LATE), are discussed in detail in Chapter 15. Chapters 16 and 17 cover more advanced topics: quantile treatment effects and control function methods, respectively. Part IV then considers more practical issues when conducting impact evaluations, including designing questionnaires (Chapter 18), data collection methods and survey management (Chapters 19 and 20), and disseminating results to policymakers (Chapter 21). Finally, Part V addresses two topics in impact evaluation: qualitative methods for conducting impact evaluations (Chapter 22), and cost-benefit and cost-effectiveness analysis (Chapter 23).
eBook
Do schools reinforce or reduce learning gaps between advantaged and disadvantaged students?
This article examines—for two developing countries, Vietnam and Peru—whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school. This is done by estimating education production functions that contain two school fixed effects for each school, one for advantaged children and one for disadvantaged children. The article examines six different definitions of advantage based on household wealth, cognitive skills at age 5, gender, ethnicity (Peru only), maternal education, and nutritional status. The results show no sign that schools are less effective for disadvantaged groups in Vietnam; indeed, if anything one traditionally advantaged group, males, seems to do worse in school than the corresponding disadvantaged group, females. In contrast, in Peru ethnic minority students and students who enter primary school with low cognitive skills appear to learn less in school than ethnic majority students and students with relatively high cognitive skills, respectively, who are enrolled in the same school.
Journal Article
Impacts of Rising Food Prices on Poverty and Welfare in Vietnam
In 2007 and 2008, international prices of rice and other grains sharply increased, raising fears that poor households in developing countries would become poorer. Yet, these fears often ignored that many of these poor households were food producers. This study examines the impact of rising food prices on welfare in Vietnam. Our results show that, overall, higher food prices raised the average Vietnamese household's welfare. However, higher food prices made most households worse off. Average welfare was found to increase because the average welfare loss of households whose welfare declined (net purchasers) was smaller than the average welfare gain of those whose welfare increased (net sellers).
Journal Article
What determines learning among Kinh and ethnic minority students in Vietnam?: An analysis of the round 2 young lives data
An analysis of the Young Lives data collected in 2006, involving a younger cohort (aged 5) and an older cohort (aged 12), yields three important findings regarding the Kinh-ethnic minority gaps in mathematics and reading skills in Vietnam. First, large disparities exist even before children start primary school. Second, language may play an important role: Vietnamese-speaking ethnic minority children scored much higher than their non-Vietnamese-speaking counterparts, even though tests could be taken in any language the child chooses. Third, Blinder-Oaxaca decompositions indicate that higher parental education among Kinh children explains about one third of the gap for both cohorts. For the older cohort, Kinh households' higher income explains 0.2-0.3 standard deviations (SDs) of the gap (1.3-1.5 SDs). More time in school, less time spent working, and better nutritional status each explain about 0.1 SDs of the mathematics score gap; Kinh children's more years of schooling explains about 0.3 SDs of the Peabody Picture Vocabulary Test score gap.
Journal Article