What would you do? An investigation of stated-response data

When analysing choices or policy impacts, economists generally rely on what people actually do, rather than what they say they would do. The "stated response" approach is treated with scepticism due, for example, to concerns regarding the effect of strategic or social considerations on what people say, and a belief that people may not adequately consider such a hypothetical question. This paper evaluates an example of this approach; the direct questioning of parents as to whether they would withdraw their children from school if the Familias en Accion education subsidies were withdrawn. Our results suggest that these concerns are not entirely invalid but that the stated responses do provide important information and correlate in the expected manner with child and household characteristics. We conclude by emphasising the importance of good question design, which may allow researchers to use the "stated response" method as a complement to more typical quantitative methodologies

How effective are conditional cash transfers? Evidence from Colombia

Conditional cash transfer (CCT) programmes are becoming an extremely popular tool for improving the education and health outcomes of poor children in developing countries. An incomplete list of countries in which they are being implemented under the support of the World Bank and other international financial institutions includes Mexico, Honduras, Nicaragua, Brazil, Turkey and Mozambique. While the implementation details vary from country to country, many are modelled on the Mexican PROGRESA. In a typical CCT, mothers from poor backgrounds receive cash conditional on their promoting certain activities on behalf of their children. For their youngest children - usually those below the age of 6 - the conditionality involves visits to preventive healthcare centres in which their growth is monitored. School attendance is the most common stipulation for receipt of cash transfers for older children - usually those between 7 and 17 years old. This targeting of health and education of children is at the essence of the long-term poverty alleviation objective of CCT programmes. Such transfer programmes are also aimed at the short-term reduction of poverty, through the provision of immediate funds to indigent households. In this Briefing Note, we will focus on the programme Familias en Acción (FA), the CCT implemented by the Colombian government from 2001/02. In particular, we will provide estimates of how the programme has influenced key welfare indicators such as school attendance, child nutrition and health status, as well as household consumption. In this respect, we will update the preliminary results that were reported in Attanasio et al. (2003 and 2004)

Enseñando matemáticas a profesores de primaria en Australia

El programa de educación para maestros de primaria es una opción de relativo bajo "status" para recién graduados en Australia, tal y como se observa en las estadísticas de los registros de admisión a la universidad. Aunque los estudiantes de pregrado de educación primaria han completado 12 años de estudio que incluyen a las matemáticas, su conocimiento no es siempre sólido y su comprensión es principalmente instrumental. Por otro lado, si bien la mayoría de estudiantes vienen de realizar sus estudios escolares, también hay estudiantes de mayor edad dentro de ese grupo (en su mayoría mujeres) que no han estudiado desde hace varios años. Por lo tanto, no es sorprendente que se presente cierta ansiedad matemática entre muchos estudiantes, jóvenes o de mayor edad. Este artículo presentará detalles de un acercamiento innovador que pretende fortalecer las bases de conocimiento matemático de los estudiantes así como también ampliar sus perspectivas en lo que respecta a la naturaleza de las matemáticas en sí mismas. Con esto se quiere influenciar las posibles aproximaciones pedagógicas que los estudiantes eventualmente adopten. El contenido del curso está basado en los "seis universales" de Bishop: contar, localizar, medir, diseñar, explicar y jugar. Como todos los esfuerzos que se hacen en educación, este escrito representa un trabajo en proceso. En este sentido, muestra los fundamentos teóricos de la estructura del curso, describe las repuestas de los estudiantes, y evalúa el progreso de este curso que viene impartiéndose desde el año 2000

Development and predictors of mental ill-health and wellbeing from childhood to adolescence

PURPOSE: The aim is to investigate the (1) longitudinal development in mental ill-health and wellbeing from ages 11 to 14, (2) predictors of changes in mental health outcomes, and (3) sex and reporter differences. METHOD: Data are taken from 9553 participants in the Millennium Cohort Study, with both mental ill-health (parent- and self-report) and wellbeing outcomes of the cohort members measured at ages 11 and 14. A range of childhood socio-demographic, human capital, family and wider environment risk and protective factors are investigated. RESULTS: Wellbeing has weak stability and mental ill-health has moderate stability between ages 11 and 14 and large sex differences emerge in all the mental health outcomes investigated, with girls experiencing lower wellbeing and greater symptoms of mental illness at age 14. Raw associations between outcomes, and differences in their predictors, indicate varying patterns emerging for parent- and self-reported mental ill-health, with parent-reported symptoms in childhood a poor predictor of both self-reported wellbeing and depressive symptoms in adolescence. Investigating the emergent sex differences in prevalences highlights childhood risk and protective factors at this age that are more salient in females, including family income, school connectedness, cognitive ability, whereas peer relationships and bullying were equally relevant for mental health development in both males and females. CONCLUSION: Low–moderate stability of mental health outcomes stresses the importance of the transition period for mental health, highlighting an intervention window at these ages for prevention. Socio-economic status is associated with mental health development in females but not in males at this age, highlighting a sex-specific vulnerability of deprivation associated with poorer mental health in adolescent females

Psychological distress, self-harm and attempted suicide in UK 17-year olds: prevalence and sociodemographic inequalities

In a large (n = 10 103), nationally representative sample of 17-year-olds 16.1% had experienced high psychological distress in the past 30 days, 24.1% had self-harmed in the previous 12 months and 7.4% had ever attempted suicide. Females, White adolescents, sexual minorities and those from more socioeconomically disadvantaged families had worse mental health outcomes; with the exceptions of no detected differences in attempted suicide by ethnicity and in self-harm by socioeconomic position. Findings include a narrower gender gap in self-harm at age 17 (males 20.1%, females 28.2%) compared with at age 14 (males 8.5%; females 22.8%) and 2–4 times higher prevalence in sexual minority adolescents (39.3% high distress, 55.8% self-harmed, 21.7% attempted suicide compared with 13.4%, 20.5% and 5.8%, respectively, in heterosexual adolescents)

Child education and work choices in the presence of a conditional cash transfer programme in rural Colombia

This research is part of a large evaluation effort, undertaken by a consortium formed by IFS, Econometria and SEI, which has considered the effects of Familias en Accion on a variety of outcomes one year after its implementation. In early reports, we focussed on the effects of the programme on school enrolment. In this paper, we both expand those results, by carefully analysing anticipation effects along with other issues, and complement them with an analysis of child labour - both paid and unpaid (including domestic) work. The child labour analysis is made possible due to a rich time use module of the surveys that has not previously been analysed. We find that the programme increased the school participation rates of 14 to 17 year old children quite substantially, by between 5 and 7 percentage points, and had lower, but non-negligible effects on the enrolment of younger children of between 1.4 and 2.4 percentage points. In terms of work, the effects are generally largest for younger children whose participation in domestic work decreased by around 10 to 12 percentage points after the programme but whose participation in income-generating work remained largely unaffected by the programme. We also find evidence of school and work time not being fully substitutable, suggesting that some, but not all, of the increased time at school may be drawn from children's leisure time

Breast feeding and the weekend effect: an observational study

OBJECTIVE: To compare the incidence of breast feeding by day of week of birth. DESIGN: Retrospective database study using 16 508 records from the 2005 and 2010 Infant Feeding Surveys. SETTING: England and Wales, UK. PARTICIPANTS: Mothers of a sample of births from among all registered births in the periods August-September 2005 and August-October 2010. MAIN OUTCOME MEASURE: Incidence of breast feeding after birth. RESULTS: Among babies of mothers who left full-time education aged 16 or under, the incidence of breast feeding was 6.7 percentage points lower (95% CI 1.4 to 12.1 percentage points) for those born on Saturdays than for those born on Mondays-Thursdays. No such differences by day of week of birth were observed among babies of mothers who left school aged 17 or over. CONCLUSIONS: Breastfeeding policy should take into account differences in breast feeding by day of week of birth, which are apparent among low-educated mothers. Further research is needed to ascertain the reason for this finding

Breastfeeding and Child Development

We show that children who are born at or just before the weekend are less likely to be breastfed, owing to poorer breastfeeding support services in hospitals at weekends. We use this variation to estimate the effect of breastfeeding on children's development in the first seven years of life, for a sample of births of low-educated mothers. We find large effects of breastfeeding on children's cognitive development but no effects on health or noncognitive development during the period of childhood we consider. Regarding mechanisms, we study how breastfeeding affects parental investments and the quality of the mother-child relationship

Construction and testing of the optical bench for LISA pathfinder

eLISA is a space mission designed to measure gravitational radiation over a frequency range of 0.1–100 mHz (European Space Agency LISA Assessment Study Report 2011). It uses laser interferometry to measure changes of order $10\,{\rm pm /\sqrt{Hz}}$ in the separation of inertial test masses housed in spacecraft separated by 1 million km. LISA Pathfinder (LPF) is a technology demonstrator mission that will test the key eLISA technologies of inertial test masses monitored by laser interferometry in a drag-free spacecraft. The optical bench that provides the interferometry for LPF must meet a number of stringent requirements: the optical path must be stable at the few ${\rm pm /\sqrt{Hz}}$ level; it must direct the optical beams onto the inertial masses with an accuracy of better than ±25 μm, and it must be robust enough not only to survive launch vibrations but to achieve full performance after launch. In this paper we describe the construction and testing of the flight optical bench for LISA Pathfinder that meets all the design requirements