Family dynamics and educational outcomes for primary level

Research in the U.S. has shown that children growing up in two-parent households do better that those in single-parent households on a number of outcomes, educational in particular. Cross-national studies of educational achievement have found that this finding applies to other Western nations. However, cross-national studies aimed at measuring educational outcomes in a comparative manner in a large number of countries have serious limitations with respect to the measurement of parental background. In particular, non-resident parents are ignored, and even key characteristics of the home environment, such as household income, are not assessed. In this paper, we show that even a very crude imputation method for assigning values to two of the key missing variables modifies the results in a significant way. Specifically, after imputing values for household income and time spent with both parents, the achievement gap with children from two-parent households disappear for children from single-parent households, but not for those from step-parent households.

The study looked at the childcare time determinants among parents in rural and urban dichotomy basis in three different states in Nigeria. We analyze the relationship between parents’ education and the time devoted to childcare activities, with a focus on activities aimed at increasing the child’s human capital. We used households with opposite-sex couples having children under age 18, from Katsina, Ekiti and Delta States. This study relies on cross sectional data collected randomly from 600 households over a two months period using well structured questionnaire because The Multinational Time Use data do not exit in Nigeria. By estimating a seemingly unrelated regressions tobit model, we find that mothers’ education is associated with an increase in the time devoted to educational childcare by fathers in Ekiti State only, while it is associated with an increase in the time devoted to educational childcare by mothers in Katsina and Delta States. The time devoted to educational childcare by both parents is higher in the urban than in the rural population. We also find that fathers’ education has no effect on the time devoted to educational childcare time by either parent. It seems that what really matters in determining the time devoted to educational childcare at the couple level is the educational level of the mother.

Elementary education provides the foundation for future of any given state. That’s the reason it is considered as right of every child. In India, millions of children from poor and disadvantaged communities are deprived from this right. State wise disparities are much evidential, as some of the states are performing well but others are straggling. This paper attempts to present picture of the states of Himachal and Bihar in attainment of elementary education and explores that on what account Bihar lag behind to Himachal Pradesh to provide elementary education. The result suggests that Himachal has obtained almost a universal enrolment; still big chunks of student are laggards (not in proper grade, according to their age). Infrastructure is still a problem at Bihar and most of the children are laggards , socio-economically weaker section of the state are far behind the goal of getting universal education compared to Himachal Pradesh.

This study intends to analyze differences in access and academic achievement of basic education in Brazilian towns, and according to the change of educational institution, from the database of Censo Escolar between the years 2007 to 2012, under a longitudinal perspective. Based on the general indicators of school performance for grades of elementary and high school system of education in Brazil, we will analyze the differences in school performance: for students who did not change school and town, for the students moved to other place but remained in the same school, for those who migrated from school, but reside in the same city (including the move to a school in another place, without changing the place of residence of the pupil) and for students who migrated from school and city of residence, for the period between 2007 and 2012.

Child development is an important predictor of later life course achievements including academic and labour market success, and in recent years increasing attention has focused on the relationship between child development and life course trajectories in low and middle-income countries. This study uses data from the first wave of the Chinese Family Panel Study (CFPS) collected in 2010 to examine the relationship between parental labour migration and educational outcomes for youth. The historically uneven development across China has contributed to differentials between the urban and rural populations. Labour migration may contribute to decreasing these inequalities. The paper examines the contribution of parental labour migration to explaining variation in three educational outcomes, school pacing, math and verbal achievement. Multivariate regression models are estimated to examine the contribution of individual, household and community characteristics to explaining variation in the outcomes measures highlight the relationships between migration, residence and Hukou. First, the urban Hukou advantage is not universal with observed differences only for language scores. Second, youth living in rural households with one or more migrant parents are more likely to have higher math scores compared to youth in other rural households.

Literature shows that effect parental absence due to migration and death on child educational outcomes is mixed. Children whose parents are dead or absent for a long time have been found to perform poorly in school (Wright, 2010), while temporary migration seems to have adverse effect on aspiration for higher levels of education among children (Kandel and Kao, 2001). But evidence from Guatemala shows that remittance from migration enables households to spend more on education and reap better returns than non-remittance-receiving households (Adam, 2005), while paternal migration in early life of a daughter increases her educational attainment by a year in Mexico (Antman, 2012). These mixed results could be attributed to contextual factors such as state educational policies that mediate the effects of parental migration on child educational outcomes. I would like to argue that contextual factor such as state policy of free education can neutralise the effect of parental migration on child educational outcomes. Using discrete-time logit event history model on longitudinal data from Agincourt Health and Population Unit, South Africa, preliminary results show that state educational policy such as free education seems to neutralise the effect of parental labour migration on child educational outcomes among rural populations.

The problems of school drop-out and access to education in India has been a vexed question since independence. The so-called BIMARU states always show a dismal picture in educational outcomes. An attempt has been made in the present paper to throw light on problems related to school drop-out and access to education for four laggard Indian states ( UP, Bihar, MP , Rajasthan) using the national sample survey data (64th round). The analyses show that drop-out rate is quite high in all the four states though school enrollment rate is satisfactory. Financial problem and domestic problem are found to be the main reasons of drop-out and discontinuation. These two factors create problem in access to educational resources. But the patterns of problems vary across states and the problems are different for different religious and social groups. Efforts should be taken by the Govt. according to the nature of the problem to nourish the human capital in the states.

This paper examines the relationship between gender, sibship and education over time in Egypt using demographic and health survey data from 2000, 2005 and 2008. While the gender gap in education in Egypt narrowed considerably, it is unclear whether parents still discriminate against girls when their resources are constrained such as in the context of large families. There is extensive literature on the negative association between sibsize and education. However, such research often fails to examine how the impact of sibship varies by the gender configuration of siblings and the child’s gender. While women’s education and women’s age at first marriage have increased, patriarchy still affects the lives of many Egyptian girls. The expansion of the education system in Egypt coupled with high fertility put tremendous strain on an already overburdened education system. This study shows that sibsize has a consistently negative and significant effect on conditional grade progression ratios; however, its effect is stronger for girls than boys. The negative effect of the number of brothers on a child’s education is consistently stronger than that of the number of sisters. The impact of the number of younger brothers is especially pronounced in the case of girls’ education.

Education is a vital component of the preparation for adulthood, and is closely linked to transitions into marriage and parenting. Childbearing among adolescent girls in sub-Saharan Africa remains high, while primary school completion is far from universal. This paper uses longitudinal data from five rounds of the Malawi Schooling and Adolescent Study to investigate how becoming pregnant while attending school influences medium-term educational outcomes of young women. Employing multiple strategies to overcome potential endogeneity between pregnancy and education, we estimate the effect of pregnancy on enrollment, grade attainment, literacy, and numeracy. Preliminary results show that pregnancy is commonly cited as a reason for not attending school, and that girls who miss one or more school terms due to pregnancy are less likely to re-enroll than their counterparts who drop out for other reasons. However, girls who leave school due to pregnancy do not appear to be a selective group of sexually active girls with respect either to ability and aspirations or to background characteristics. This suggests that enabling girls to postpone family formation at least until after the completion of schooling could significantly improve the education trajectories of those who otherwise would have had to interrupt or abandon their studies.

This article shows findings on research about maternal level of education impacts of children’s education outcomes among beneficiaries of Bolsa Familia cash transfer program in Cruz das Almas city. Bolsa Familia is implemented since 2003. It is the most important Brazilian social cash transfer program. It serves millions of Brazilian people. Children of Bolsa Familia can be first generation of families that stay for a long in school. A lot of parents cannot go to school. So, it is possible to think these children’s education outcomes can be affected by low level education of their parents. The questions of this study are based on discussions of sociology of education. Daniel Thin points out conflicts between logic and values of school system and ways of socialization student’s popular families. School system is organized by rational, abstract, logical conceptions, and long term planning. It was used qualitative methodology. Mothers and teachers of students beneficiaries have been interviewed. It was long and interviews, questions used a semistructured interview guide covering any important subjects as the maternal education trajectory, maternal experience of school, adult families’ school and labor trajectories, and mother’s experiences with servants and teacher of her children.