Cognitive achievement production in Madagascar: a value-added model approach
نویسندگان
چکیده
In this paper, we measure the contribution of an additional year schooling on skills acquisition for a cohort young adults in Madagascar. We estimate value-added model learning achievement that includes test scores measured at adolescence, thereby reducing potential omitted variable bias. demonstrate increases cognitive among adults. The during adolescence is 0.15 to 0.26 standard deviation. Our results show gap widens as students with higher complete more grades, accumulating their transition adulthood.
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ژورنال
عنوان ژورنال: Education Economics
سال: 2021
ISSN: ['0964-5292', '1469-5782']
DOI: https://doi.org/10.1080/09645292.2021.1921110