Orphans at risk in Sub-Saharan Africa: Evidence on educational and health outcomes

In this paper, we examine how orphanhood affects children's educational and health outcomes in eleven sub-Saharan African countries. Our analysis is based on a comparison of orphans and non-orphaned children living under the same conditions. We also examine the impacts of various family structures and compare social orphans (non-orphaned children not living with a biological parent) to orphans. Using household fixed-effects estimation, we provide evidence that children not living with a biological parent lag behind in education and are more often malnourished and stunted. Educational gaps are particularly evident among orphans and social orphans not living with a mother. The effect of paternal death or absence is rather modest in most countries. --Orphans,family structure,human capital,sub-Saharan Africa,fixed-effects

Teaching, organization, and personal problems: Evidence from reforming tertiary education in Germany

Germany has recently made extensive reforms in its tertiary education system. Traditional degrees are being replaced by Bachelor and Master programs. This study examines the question of how the choice of a new Bachelor program as opposed to a traditional degree program has affected first-year students' satisfaction. Three dimensions of student satisfaction are focused upon: Student satisfaction with teaching, student satisfaction with the organization of the study programs, as well as an indicator for students' personal problems within the academic context. The selection into the type of program is taken into account as I control for individual performance at secondary school, motivation and family background and try different robustness checks. The main specification includes fixed effects on the level of institutions and subjects. Results robustly point to minor differences between the programs. The outcomes are slightly more favorable for students in the new programs compared to the traditional programs in recent years. --Bologna,reforms,evaluation,fixed effects,student satisfaction

Young and innocent international evidence on age effects within grades on school victimization in elementary school

This study examines the impact of children's age within grade on school victimization in elementary school. Identification of age effects relies on the instrumental variables approach drawing on official school entry age rules based on children's month of birth. The empirical analysis uses the PIRLS data for 17 countries where such school entry age rules are effectively applied. Possible selection into compliance with official entry rules is taken into account via a control function approach. The study demonstrates that children are causally and significantly harmed by being the youngest within grade. Sub-group analysis reveals that the size of age effects on school victimization tends to be higher for boys than for girls as well as for children with an immigrant background compared to natives. The point estimates suggest that the age effect on school victimization is especially high in countries where there are also high effects on the cognitive outcome variable. --education,segregation,school effects

Impacts of parental health on children's development of personality traits and problem behavior: Evidence from parental health shocks

In this paper, we examine how parental health affects children's development of personality traits and problem behavior. Based on a German mother-and-child data base, we draw on observed parental health shocks as a more exogenous source of health variation to identify these effects and control for child and family characteristics including variables reflecting initial endowments observed at birth. At the age of six, we observe that maternal health shocks in early childhood have significant impacts on children's emotional symptoms, hyperactivity and neuroticism. Paternal health seems to be less relevant for the development of these non-cognitive characteristics. However, we observe that paternal health shocks cause children to be more extraverted. --Human capital,health,personality traits,non-cognitive skills

Young and innocent : International evidence on age effects within grades on school victimization in elementary school

This study examines the impact of children's age within grade on school victimization in elementary school. Identification of age effects relies on the instrumental variables approach drawing on official school entry age rules based on children's month of birth. The empirical analysis uses the PIRLS data for 17 countries where such school entry age rules are effectively applied. Possible selection into compliance with official entry rules is taken into account via a control function approach. The study demonstrates that children are causally and significantly harmed by being the youngest within grade. Sub-group analysis reveals that the size of age effects on school victimization tends to be higher for boys than for girls as well as for children with an immigrant background compared to natives. The point estimates suggest that the age effect on school victimization is especially high in countries where there are also high effects on the cognitive outcome variable

Teaching, organization, and personal problems : evidence from reforming tertiary education in Germany

Germany has recently made extensive reforms in its tertiary education system. Traditional degrees are being replaced by Bachelor and Master programs. This study examines the question of how the choice of a new Bachelor program as opposed to a traditional degree program has affected first-year students’ satisfaction. Three dimensions of student satisfaction are focused upon: Student satisfaction with teaching, student satisfaction with the organization of the study programs, as well as an indicator for students’ personal problems within the academic context. The selection into the type of program is taken into account as I control for individual performance at secondary school, motivation and family background and try different robustness checks. The main specification includes fixed effects on the level of institutions and subjects. Results robustly point to minor differences between the programs. The outcomes are slightly more favorable for students in the new programs compared to the traditional programs in recent years

Impacts of parental health on children’s development of personality traits and problem behavior: evidence from parental health shocks

In this paper, we examine how parental health affects children’s development of personality traits and problem behavior. Based on a German mother-and-child data base, we draw on observed parental health shocks as a more exogenous source of health variation to identify these effects and control for child and family characteristics including variables reflecting initial endowments observed at birth. At the age of six, we observe that maternal health shocks in early childhood have significant impacts on children’s emotional symptoms, hyperactivity and neuroticism. Paternal health seems to be less relevant for the development of these non-cognitive characteristics. However, we observe that paternal health shocks cause children to be more extraverted

Empirical studies on aspects of education inequality in Germany

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Effects of age at school entry (ASE) on the development of non-cognitive skills : evidence from psychometric data

We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: These children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany’s segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance

Does early schooling narrow outcome gaps for advantaged and disadvantaged children?

This paper explores how starting school at a younger age affects the developmental score gaps between relatively advantaged and disadvantaged children. While previous findings suggest that delaying school entry may improve school readiness, less is known about whether it has differential effects for advantaged and disadvantaged children. For disadvantaged children, starting school early may be a better alternative to staying at home for longer as school provides a more stable and educational environment than the family home, overcompensating for the penalties of starting school early. This may be less applicable to relatively advantaged children who generally have greater access to resources in the home and who are more likely to utilise formal pre-school services. We use the Longitudinal Study of Australian Children to investigate if there is support for this hypothesis. The endogeneity of school starting age is addressed using the regression discontinuity design. We find that an early school start generally improves children’s cognitive skills, which is even more pronounced for disadvantaged children. In contrast, an early school start tends to negatively affect children’s non-cognitive skills with both advantaged and disadvantaged children affected in similar ways. Thus, our findings suggest that an earlier school entry may narrow the gaps in cognitive skills, whereas the gaps in non-cognitive skills are not affected by the school starting age