東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Three essays on children's skill acq...

The Ohio State University.

FindBook

Google Book

Amazon

博客來

Three essays on children's skill acquisition and academic performance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Three essays on children's skill acquisition and academic performance./
作者:	Bhattacharya, Samrat.
面頁冊數:	167 p.
附註:	Adviser: Audrey Light.
Contained By:	Dissertation Abstracts International69-09A.
標題:	Economics, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327335
ISBN:	9780549798910

Three essays on children's skill acquisition and academic performance.
Bhattacharya, Samrat.

Three essays on children's skill acquisition and academic performance. - 167 p.

Adviser: Audrey Light.

Thesis (Ph.D.)--The Ohio State University, 2008.

My dissertation consists of three essays on children's skill acquisition and academic achievement. In the first essay, I ask whether family structure causally affects the cognitive test scores and behavioral problems of children. My goal is to learn how much of the observed poor performance in mathematics and reading tests and higher behavioral problems of children living with single mothers can be explained by lack of economic resources, lack of parental time and poor school quality, and how much is due to the family structure per se. I use multiple observations on each child to estimate a first-difference model and net out the effect of child- and parent-specific time-invariant unobservable factors that are correlated with both the test scores and family structure. The results support the hypothesis that it is the unobservable factors that account for the observed correlation between family structure and test scores. In particular, I find no improvement in mathematics and reading test scores when mother (re)marries. There was also no decrease in these test scores when a child moved from a two biological parent to a single mother household. However, the results for the behavioral problems suggest that there might be some benefit, in terms of lower behavioral problems, of having a father in the household.

ISBN: 9780549798910Subjects--Topical Terms:

1017424
Economics, General.

Three essays on children's skill acquisition and academic performance.
LDR:04748nam 2200313 a 45 001 857683
005 20100712
008 100712s2008 ||||||||||||||||| ||eng d
020 $a 9780549798910
035 $a (UMI)AAI3327335
035 $a AAI3327335
040 $a UMI $c UMI
100 1 $a Bhattacharya, Samrat. $3 1024657
245 1 0 $a Three essays on children's skill acquisition and academic performance.
300 $a 167 p.
500 $a Adviser: Audrey Light.
500 $a Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3639.
502 $a Thesis (Ph.D.)--The Ohio State University, 2008.
520 $a My dissertation consists of three essays on children's skill acquisition and academic achievement. In the first essay, I ask whether family structure causally affects the cognitive test scores and behavioral problems of children. My goal is to learn how much of the observed poor performance in mathematics and reading tests and higher behavioral problems of children living with single mothers can be explained by lack of economic resources, lack of parental time and poor school quality, and how much is due to the family structure per se. I use multiple observations on each child to estimate a first-difference model and net out the effect of child- and parent-specific time-invariant unobservable factors that are correlated with both the test scores and family structure. The results support the hypothesis that it is the unobservable factors that account for the observed correlation between family structure and test scores. In particular, I find no improvement in mathematics and reading test scores when mother (re)marries. There was also no decrease in these test scores when a child moved from a two biological parent to a single mother household. However, the results for the behavioral problems suggest that there might be some benefit, in terms of lower behavioral problems, of having a father in the household.
520 $a In the second essay, I analyze whether delaying entry into kindergarten by an academic year helps to improve the academic performance of the delayed entrants. Typically, children who have their fifth birthday before the kindergarten entry cutoff date, which varies by state, are eligible to enter kindergarten in that school year. Every year a large number of parents hold their children out of kindergarten for an academic year (popularly known as "red-shirting"). I use a propensity score matching estimation (PSM) technique to estimate the value-added from delaying entry into kindergarten by comparing test scores of "matched" delayed and non-delayed entrants. They are matched on several child and parent characteristics. The results do not support the hypothesis that delaying entry into kindergarten adds positive value to the mathematics and reading test of the delayed entrants. In particular, I find that delaying entry into kindergarten has a small but statistically significant negative effect on the reading and mathematics test scores of delayed entrants.
520 $a In the third essay, I ask whether repeating a grade improves the performance of repeaters in mathematics and reading tests. Investing an additional year in the same grade is expected to help a child to acquire the academic skills that she lacks. This, in turn, is expected to improve her academic performance in higher grades. I use a variant of PSM, where PSM is combined with a difference-in-difference estimator, to estimate the value-added from repeating a grade for the repeaters. I match repeaters and non-repeater on several child characteristics such as pre-repeat test scores, health problems, birth weight, race and gender, and characteristics of the mother such as her education, cognitive test scores, marital status, and employment status. All these child and parental characteristics are likely to be correlated with both grade retention decisions and performance on test scores. Furthermore, by using the pre- and post-repeat test scores, I am also able to difference out time-invariant unobserved child and mother characteristics that are correlated with the grade retention status and performance in a test. I find that repeating a grade does not improve performance of repeaters in reading and mathematics tests. On the contrary, repeating a grade actually lowers the performance on reading and mathematics tests for the repeaters, compared with how they would have performed if they had not repeated a grade.
590 $a School code: 0168.
650 4 $a Economics, General. $3 1017424
650 4 $a Economics, Theory. $3 1017575
650 4 $a Education, General. $3 1019158
690 $a 0501
690 $a 0511
690 $a 0515
710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 69-09A.
790 $a 0168
790 1 0 $a Light, Audrey, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327335