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dc.contributor.authorNghiem, H.
dc.contributor.authorNguyen, Ha
dc.contributor.authorKhanam, R.
dc.contributor.authorConnelly, L.
dc.date.accessioned2017-01-30T13:30:00Z
dc.date.available2017-01-30T13:30:00Z
dc.date.created2015-07-14T20:00:43Z
dc.date.issued2015
dc.identifier.citationNghiem, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/32249
dc.identifier.doi10.1016/j.labeco.2015.02.009
dc.description.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.

dc.publisherElsevier
dc.subjectSkills
dc.subjectPanel
dc.subjectSchool choice
dc.subjectCognitive
dc.subjectAustralia
dc.subjectNon-cognitive
dc.titleDoes school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools
dc.typeJournal Article
dcterms.source.volume33
dcterms.source.startPage55
dcterms.source.endPage65
dcterms.source.issn0927-5371
dcterms.source.titleLabour Economics .
curtin.departmentJohn Curtin Institute of Public Policy (JCIPP)
curtin.accessStatusOpen access


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