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

    227233_227233.pdf (169.2Kb)
    Access Status
    Open access
    Authors
    Nghiem, H.
    Nguyen, Ha
    Khanam, R.
    Connelly, L.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Nghiem, H. and Nguyen, H. and Khanam, R. and Connelly, L. 2015. Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools. Labour Economics. 33 : pp. 55-65.
    Source Title
    Labour Economics .
    DOI
    10.1016/j.labeco.2015.02.009
    ISSN
    0927-5371
    School
    John Curtin Institute of Public Policy (JCIPP)
    URI
    http://hdl.handle.net/20.500.11937/32249
    Collection
    • Curtin Research Publications
    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.

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