Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools

Hong Son Nghiem; Ha Trong Nguyen; Rasheda Khanam; Luke B. Connelly

doi:10.1016/j.labeco.2015.02.009

Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools

Hong Son Nghiem^*, Ha Trong Nguyen, Rasheda Khanam, Luke B. Connelly

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

42 Citations (Scopus)

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.

Original language	English
Pages (from-to)	55-65
Number of pages	11
Journal	Labour Economics
Volume	33
DOIs	https://doi.org/10.1016/j.labeco.2015.02.009
Publication status	Published - 1 Apr 2015
Externally published	Yes

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AB - 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.

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Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools

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