Cognitive Abilities of Sibling Pairs: Evaluating the Impact of Early Education

1982 ◽  
Vol 51 (1) ◽  
pp. 171-176 ◽  
Author(s):  
Janet P. Swartz ◽  
Donald E. Pierson
Keyword(s):  
Birth Order ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Comparison Group ◽  
Early Education ◽  
Cognitive Test ◽  
Sibling Pairs ◽  
Positive Effects ◽  
The Impact ◽  
Older Siblings

The cognitive test scores of 20 second-born children who had participated in an early education project since birth were compared to those of their nonparticipant older siblings. The McCarthy Scales of Children's Abilities were administered to all of the children prior to entering kindergarten. Contrary to the expected effects of birth order, the program children consistently scored higher than their older siblings on all subtests as well as the General Cognitive Index. The advantages for second-born children, which were not seen among sibling pairs in a comparison group, suggest the positive effects of early education.

scholarly journals Do Child Tax Benefits Affect the Well-being of Children? Evidence from Canadian Child Benefit Expansions

2011 ◽  
Vol 3 (3) ◽  
pp. 175-205 ◽  
Author(s):  
Kevin Milligan ◽  
Mark Stabile
Keyword(s):  
Mental Health ◽  
Physical Health ◽  
Test Scores ◽  
Family Income ◽  
Well Being ◽  
Family Type ◽  
Positive Effects ◽  
Child Benefits ◽  
The Impact ◽  
Child Benefit

We exploit changes in child benefits in Canada to study the impact of family income on child and family well-being. Using variation in child benefits across province, time, and family type, we study outcomes spanning test scores, mental health, physical health, and deprivation measures. The findings suggest that child benefit programs had significant positive effects on test scores, maternal health, and mental health, among other measures. We find strong and interesting differences in the effects of benefits by child sex: benefits have stronger effects on educational outcomes and physical health for boys, and on mental health outcomes for girls. (JEL I12, I31, I38, J13)

scholarly journals Selective Schools and Academic Achievement

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Damon Clark
Keyword(s):  
High School ◽  
Test Scores ◽  
School Attendance ◽  
Assignment Test ◽  
School Students ◽  
Positive Effects ◽  
University Enrollment ◽  
Selective Schools ◽  
The Impact ◽  
Selective School

Abstract In this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and, more suggestively, university enrollment, evidence suggesting they may have important longer run impacts.

scholarly journals Fortified Iodine Milk Improves Iodine Status and Cognitive Abilities in Schoolchildren Aged 7–9 Years Living in a Rural Mountainous Area of Morocco

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Fatima Ezzahra Zahrou ◽  
Mehdi Azlaf ◽  
Imane El Menchawy ◽  
Mohamed El Mzibri ◽  
Khalid El Kari ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Controlled Trial ◽  
Urinary Iodine ◽  
Cognitive Test ◽  
Favorable Effect ◽  
Mountainous Area ◽  
Double Blind ◽  
Iodine Status ◽  
Fortified Milk ◽  
The Impact

Iodine is required for the production of the thyroid hormones essential for the growth and development of the brain. All forms of iodine deficiency (ID) affect the mental development of the child. Our study aims to assess the impact of ID on the intellectual development of Moroccan schoolchildren and to evaluate the effect of consumption of fortified milk on reducing ID. In a double-blind controlled trial conducted on schoolchildren, children were divided into two groups to receive fortified milk (30% of cover of RDI iodine) or nonfortified milk for 9 months. Urinary iodine was analyzed using the Sandell-Kolthoff reaction, a dynamic cognitive test using Raven’s Standard Progressive Matrices to assess learning potential was performed at baseline and end line, and anthropometric assessment was done only at baseline. The study included schoolchildren who were severely iodine deficient. The prevalence of malnutrition was high in both groups; in this study, we found improvements in iodine status and in cognitive abilities among Moroccan schoolchildren. Our study showed that the consumption of fortified milk led to a clear improvement in iodine status and also appeared to have a favorable effect on the cognitive ability of Moroccan schoolchildren in a rural mountainous region.

School Engagement and Achievement in Sibling Pairs: Gender and Birth Order Matter

2018 ◽  
Vol 9 ◽  
Author(s):  
Larissa M. Troesch ◽  
Thomas Ledermann ◽  
Joseph W. Jones ◽  
Alexander Grob
Keyword(s):  
Birth Order ◽  
School Engagement ◽  
Strong Predictor ◽  
School Achievement ◽  
Sibling Pairs ◽  
Actor Partner Interdependence Model ◽  
Same Gender ◽  
Opposite Gender ◽  
Older Siblings

School engagement has been shown to be a strong predictor for school achievement. Previous studies have focused on the role of individual and contextual factors to explain school achievement, with few examining the role of siblings. This study used data of 451 adolescent sibling pairs from the Iowa Youth and Families Project to investigate the associations between school engagement and achievement in siblings by considering gender composition and birth order. Data were collected in families’ home and obtained for a target child in the 7th grade and for a sibling within 4 years of age. Average age of younger siblings (55% female) was 11.56 (SD = 1.27), while older siblings (49% female) had an average age of 13.92 (SD = 1.47). Using the two-member, four-group actor-partner interdependence model (APIM), results showed that older siblings’ engagement was positively related with younger siblings’ achievement in same-gender sibling pairs, but not in sibling pairs of opposite gender. Younger siblings’ engagement was independent of older siblings’ achievement regardless of siblings’ gender. Implications for parents and professionals suggest that support for older siblings could also benefit younger siblings in same gender pairs.

scholarly journals The Impact of Prepregnancy Obesity on Children’s Cognitive Test Scores

2012 ◽  
Vol 17 (2) ◽  
pp. 222-229 ◽  
Author(s):  
Rika Tanda ◽  
Pamela J. Salsberry ◽  
Patricia B. Reagan ◽  
Muriel Z. Fang
Keyword(s):  
Test Scores ◽  
Cognitive Test ◽  
Prepregnancy Obesity ◽  
The Impact

scholarly journals The Relationship from Friendship Links to Educational Achievement

2016 ◽  
Vol 16 (3) ◽  
pp. 1563-1572 ◽  
Author(s):  
Cheuk Yin Ho
Keyword(s):  
Standard Deviation ◽  
Test Scores ◽  
Linear Models ◽  
Educational Achievement ◽  
Control Function ◽  
Cognitive Test ◽  
Pseudo Panel ◽  
Control Function Approach ◽  
The Impact ◽  
The Relationship

Abstract Using the pseudo-panel structure of friendship links, this paper employs a control function approach to estimate the impact of the number of friends on one’s own educational achievement in linear models. Results show that having one additional reciprocal or out-degree friend increases about 2 % of a standard deviation in cognitive test scores.

scholarly journals The Aggregate Effect of School Choice: Evidence from a Two-Stage Experiment in India *

2015 ◽  
Vol 130 (3) ◽  
pp. 1011-1066 ◽  
Author(s):  
Karthik Muralidharan ◽  
Venkatesh Sundararaman
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Private Schools ◽  
Private School ◽  
Test Scores ◽  
Omitted Variables ◽  
School Students ◽  
Two Stage ◽  
Positive Effects ◽  
The Impact

Abstract We present experimental evidence on the impact of a school choice program in the Indian state of Andhra Pradesh that provided students with a voucher to finance attending a private school of their choice. The study design featured a unique two-stage lottery-based allocation of vouchers that created both student-level and market-level experiments, which allows us to study the individual and the aggregate effects of school choice (including spillovers). After two and four years of the program, we find no difference between test scores of lottery winners and losers on Telugu (native language), math, English, and science/social studies, suggesting that the large cross-sectional differences in test scores across public and private schools mostly reflect omitted variables. However, private schools also teach Hindi, which is not taught by the public schools, and lottery winners have much higher test scores in Hindi. Furthermore, the mean cost per student in the private schools in our sample was less than a third of the cost in public schools. Thus, private schools in this setting deliver slightly better test score gains than their public counterparts (better on Hindi and same in other subjects), and do so at a substantially lower cost per student. Finally, we find no evidence of spillovers on public school students who do not apply for the voucher, or on private school students, suggesting that the positive effects on voucher winners did not come at the expense of other students.

Impact of a school-based cooking programme on home cooking participation in Japan

2020 ◽  
pp. 001789692097404
Author(s):  
Emi Yoshii ◽  
Rie Akamatsu ◽  
Yoko Ishihara ◽  
Betty Izumi
Keyword(s):  
Self Efficacy ◽  
Comparison Group ◽  
Intervention Group ◽  
Number Of Children ◽  
Positive Effects ◽  
School Based ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Impact ◽  
At Home

Background: Children’s participation in cooking activities at home may have positive effects on diet quality. In Japan, schools are the primary site for food education, which includes cooking. Very few studies have assessed the impact of school-based cooking programmes on children’s participation in cooking activities at home. Objective: The objective of the study was to assess the impact of the cooking programme on children’s participation in cooking at home and their self-efficacy and attitudes towards cooking. Design: Quasi-experimental study with an intervention and a comparison group. Outcomes were measured using pre- and post-programme surveys. Setting: Two public elementary schools (A, B) in Tokyo, Japan. Method: One hundred-seventy children in the third and fourth grades at School A (intervention group) and 142 children at School B (comparison group) completed pre- and post-programme surveys. Students in the intervention school received three 45-minute cooking lessons, including two lessons that focused on peeling apples and one hands-on cooking experience. The main outcome measures were participation in cooking at home, attitudes towards cooking, and self-efficacy with respect to cooking and peeling apples. Results: The number of children participating in cooking-at-home activities increased in the intervention group ( p = .005). Children who started cooking at home during the intervention period improved their cooking self-efficacy ( p = .012) and attitudes towards cooking ( p = .002). Conclusion: Implementation of a short-duration cooking programme focused on improving children’s cooking attitudes, and self-efficacy can encourage participation in cooking activities at home.

The Impact of English Learner Reclassification on High School Reading and Academic Progress

2019 ◽  
Vol 42 (1) ◽  
pp. 46-65 ◽  
Author(s):  
Angela Johnson
Keyword(s):  
High School ◽  
Test Scores ◽  
English Language ◽  
Standardized Test ◽  
English Learner ◽  
Negative Effects ◽  
High School English ◽  
Positive Effects ◽  
Negative Effect ◽  
The Impact

This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status. I apply a regression discontinuity design to rich administrative data from a large district in California. The estimated effects of eighth grade reclassification on 9th, 10th, and 11th grade ELA test scores were statistically insignificant, and I can rule out negative effects less than −0.17 SDs and positive effects larger than 0.09 SDs. The negative effect on SAT reading was fairly large, with a confidence interval of −0.27 SDs to 0.05 SDs. Estimates for on-track status in 10th and 11th grades were positive but imprecise.

The Impact of Early-Onset Multiple Sclerosis on Cognitive and Psychosocial Indices

1999 ◽  
Vol 1 (1) ◽  
pp. 2-18 ◽  
Author(s):  
R.C. Kalb ◽  
T.A DiLorenzo ◽  
N.G. LaRocca ◽  
L.S. Caruso ◽  
M.A. Shawaryn ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Verbal Memory ◽  
Cognitive Abilities ◽  
Early Onset ◽  
Social Acceptance ◽  
Word Association ◽  
Psychosocial Adaptation ◽  
Cognitive Test ◽  
Normal Limits ◽  
The Impact

Abstract Objective: This study is the first systematic assessment of the impact of early-onset multiple sclerosis (MS) on youngsters’ cognitive abilities and social/emotional functioning. Background: Although adult-onset MS often is characterized by intellectual changes and challenges to psychosocial adaptation, no investigation of these MS-related problems has been done in early-onset MS. Methods: Nine subjects, aged 10 to 20, diagnosed with definite MS before age 18, were evaluated with neuropsychological and psychosocial measures. Results: Although cognitive test scores were generally within normal limits, they were characterized by considerable variability. Subjects scored significantly below the norm on the Wechsler Intelligence Scale for Children (WISC)-III Performance scale (probably indicative of incoordination, motor slowing, and/or perceptual motor difficulties) and on the Controlled Oral Word Association Test (COWAT) (reflecting the semantic verbal memory retrieval deficits reported in adults). They scored above the norm on the Wechsler Individual Achievement Test (WIAT) Oral Expression subtest, indicating heightened communication abilities. Self-Perception Profile scores generally were within normal limits; however, Social Acceptance subscale scores were above the norm, indicating a high level of perceived peer support/friendship. Conclusions: As with adults, some youngsters with MS experience an early cognitive decline that appears unrelated to degree of physical impairment. Such a decline can interfere with academic, social, and work endeavors. To identify deficits and implement appropriate interventions/accommodations, periodic neuropsychological assessments should be included in disease management from diagnosis onward. Contrary to expectations that MS would negatively impact self-concept, subjects did not view themselves as being different from peers, and showed little or no awareness of the potential impact of MS on their lives.

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