Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/17918
Longitudinal Study: LSAC
Title: Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools
Authors: Khanam, Rasheda 
Connelly, Luke 
Nghiem, Son 
Nguyen, Ha 
Issue Date: Apr-2015
Pages: 55–65
Keywords: Cognitive
Non-cognitive
Skills
Panel
Australia
School choice
Abstract: This paper investigates the effects of primary school choices on cognitive and non-cognitive development in children using data from the Longitudinal Study of Australian Children (LSAC). We militate against the measurement problems that are associated with individual unobserved heterogeneity by exploiting the richness of LSAC data and applying contemporary econometric approaches. We find that sending children to Catholic or other independent primary schools has no significant effect on their cognitive and non-cognitive outcomes. The literature now has evidence from three different continents that the returns to attending Catholic primary schools are no different than public schools.
URL: http://www.sciencedirect.com/science/article/pii/S092753711500024X
Keywords: Children -- School age; Child Development -- Cognitive; Children -- Outcomes; Education and Training -- Primary; Education and Training -- Educational level
Research collection: Journal Articles
Appears in Collections:Journal Articles

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