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Titel
Wealth gradients in early childhood cognitive development in five Latin American countries / Norbert Schady (Inter-American Development Bank), Jere Behrman (University of Pennsylvania), Maria Caridad Araujo (Inter-American Development Bank), Rodrigo Azuero (Inter-American Development Bank), Raquel Bernal (Universidad de los Andres, Colombia), David Bravo (Centro de Microdatos, Chile), Florencia Lopez-Boo (Inter-American Development Bank and IZA), Karen Macours (Paris School of Economics), Daniela Marshall (University of Pennsylvania), Christina Paxson (Princeton University), Renos Vakis (World Bank) ; IZA Institute of Labor Economics
VerfasserSchady, Norbert Rüdiger ; Behrman, Jere R. ; Araujo, María Caridad ; Azuero, Rodrigo ; Bernal, Raquel ; Bravo, David ; López Bóo, Florencia ; Macours, Karen ; Marshall, Daniela ; Paxson, Christina H. ; Vakis, Renos
KörperschaftForschungsinstitut zur Zukunft der Arbeit
ErschienenBonn, Germany : IZA Institute of Labor Economics, January 2019
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Elektronische Ressource
Umfang1 Online-Ressource (24 Seiten) : Diagramme
SerieDiscussion paper ; no. 12107
URNurn:nbn:de:hbz:5:2-179671 
Zugriffsbeschränkung
 Das Dokument ist öffentlich zugänglich im Rahmen des deutschen Urheberrechts.
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Wealth gradients in early childhood cognitive development in five Latin American countries [0.42 mb]
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Zusammenfassung (Englisch)

Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.