Countries around the world have experimented with “school report cards”: providing parents with information about the quality of their school so that they can demand higher quality service for their children. The results have been mixed. Andrabi, Das, and Khwaja bring a significant contribution to that literature in last month’s American Economic Review with their article using data from Pakistan, “Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets.”
In The Godfather II, Vito Corleone chooses his younger son, Michael, instead of his older son, Fredo, as his successor. This decision is based on Michael's intelligence and ability. Fredo, who is considered weak, is dismissed to do more menial tasks for the family. This has huge implications for Michael, Fredo, and the Corleone saga.
CC (The Godfather) Image courtesy of Insomnia Cured Here on Flickr
What makes parents decide to "invest" in one child over another? In economics, a key idea is that parents either reinforce or compensate for children’s endowments, such as health or intelligence. They reinforce by investing more in the human capital of their better-endowed children. Or they compensate by investing more in their worse-endowed children to reduce inequality among siblings. The core notion is : either parents are striving for equity (the compensating strategy) or efficiency (the reinforcing strategy of Vito Corleone).
“Individuality is the product of both biological inheritance and personal experience,” said Professor Charles A. Nelson during a recent presentation at the World Bank. Professor Nelson has been studying neurobiological development and the effect of adversity on the brain for some time now (e.g., here and here). So we asked him to open the black box of brain development for us and help us understand what it all means to those of us working on ending extreme poverty and boosting shared prosperity. Below are some highlights from his talk.
Socio-emotional skills are the new hot topic in education. Governments, ministers of education, policymakers, education experts, psychologists, economists, international organizations, and others have been captivated by these skills and their contribution to students’ academic and life outcomes. The goal seems clear, but the way to achieve results is not so obvious. Most of the literature focuses on the impact of socio-emotional skills on different outcomes, while much less illuminates the specific mechanisms through which teachers can boost students’ socio-emotional development.
It’s 3/14, also known as Pi Day – a mathematics holiday to celebrate the irrational, transcendental number we learned in school, for the most part, to calculate the circumference or area of circles. While there are a number of fulfilling Pi(e) related activities you can indulge in, from feasting on scrumptious pies to chasing down the value of Pi (good luck!), it is also an apt moment to turn attention to where children across the world stand in mathematics achievement and other learning outcomes.
If you speak to any African parent, she or he will usually very quickly point out how important it is for her or his children to attend school. Literacy and education do not only confer social status, but also crucially, improve livelihood opportunities and incomes, and lead to better health and well-being. Indeed, when the International Rescue Committee (IRC) and its partners asked community members in hundreds of locations of the Eastern DRC about their top local priority, better education consistently came first.