We investigate conditions sufficient for identification of average treatment effects using instrumental variables. First we show that the existence of valid instruments is not sufficient to identify any meaningful average treatment effect. We then establish that the combination of an instrument and a condition on the relation between the instrument and the participation status is sufficient for identification of a local average treatment effect for those who can be induced to change their participation status by changing the value of the instrument. Finally we derive the probability limit of the standard IV estimator under these conditions. It is seen to be a weighted average of local average treatment effects.

Evolution and Rationality Some Recent Game-Theoretic Results. Identification and Estimation of Local Average Treatment Effects

Equality of Educational Opportunity.

Statistical Methods for Social Scientists.

Conditioned Reflexes; an Investigation of the Physiological Activity of the Cerebral Cortex.

Milagros Nores, Assistant Research Professor, National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: mnores@nieer.org Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.W. Steven Barnett, Board of Governors Professor and Director of the National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: wbarnet@rci.rutgers.edu Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.This paper uses a meta-analysis to review the evidence on the benefits of early childhood interventions. The authors also analyze how the revealed effects are correlated with characteristics of the corrective measures and with the target audience.A total of 38 contrasts of 30 interventions in 23 countries were analyzed. The paper focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen’s D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling.A moderate progress has been revealed in each of the outcomes. The benefits are sustained over time. Interventions that have an educational or mixed (educational and stimulation, or care) component evidenced the largest cognitive effects, as compared to cash infusions or nutrition-specific interventions. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions, unlike children whose development is not supported or promoted. Direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.DOI: 10.17323/1814-9545-2012-1-200-228

/pdf/benefits-of-early-childhood-interventions-across-the-world-42l0dw406z.pdf

Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young

https://cser.dk/fileadmin/www.cser.dk/wp_008_rbmgawr.pdf

Long-run benefits from universal high-quality preschooling

Evaluations of causal effects of early childhood care and education (ECCE) investments on later child outcomes usually encounter a number of identification problems. This is due to a particularly difficult quest to identify the counterfactual case. Solutions for this problem are provided by a number of identification strategies which are used in programme evaluation. In this paper, these identification strategies are explained and explicitly studied with respect to their applications in evaluations of ECCE investments. The discussion of this toolkit of strategies reveals that the availability of data determines which strategy should be preferred. The best strategy should build on theoretical foundations, mention the assumptions which are made when simplifying reality and should refer to the internal and external validity of inferences that are made. ECCE evaluations that are done in is this way, can better inform policymakers about what investments work best for young children.

/pdf/evaluating-causal-effects-of-early-childhood-care-and-3hd496gn9v.pdf

Evaluating causal effects of Early Childhood Care and Education Investments: A discussion of the researcher' s toolkit

The paper looks at the disparities in social welfare among children in Jordan by mapping the socio-economic and demographic structure of households to which those children belong. We have used a combined dataset of the Jordanian Level of Living Conditions and Multi-Purpose Household Surveys (1996, 2003) to identify clusters of deprived children in terms of the incidence of child labour and the prevalence of low educational attainments). These clusters provide a unique look on the substantial variation among different household types (income quintiles, governorates, dwelling type, refugee status, gender of household head, employment status etc.) in which such deprivations prevail. We identify those aspects of the households which are likely to share the most relevance in ensuring completion of school and to overcome the use of child labour. We conclude that Education is the solution for fighting child labour, as it will enable children to develop and not forsake their future whether for their own benefit or for the benefit of the society as future income generating adults.

Out of School: A look at deprived children in Jordan

This paper investigates the role of preschool quality for children’s school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. The analysis uses data of 30,444 children who finished primary school’s 9th grade in 2008 and attended a formal preschool institution in 1998. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements in children’s test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability.

Long-Run Benefits from Universal High-Quality Pre-Schooling

Earlier research suggests that children’s development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children’s cognitive and language development at the age of 15. The analysis is based on class performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark survey and a 2007 PISA Copenhagen survey. We use administrative registries to generate indicators such as child-staff ratios, child-pedagogues ratios, and the share of male staff and of staff with non-Danish origins. Furthermore, we use information on the average levels of educational attainments, of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children’s development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children’s background as well as an instrumental variable approach based on wider geographic area aggregates to test whether those correlations reveal unbiased causal effects. The identification of truly effective quality characteristics of day-care centres enhances policymakers’ resource allocation to make all children getting ready for school. [An initial focus on Danish final exam scores of 2008 for children, who attended day-care in 19951998 reveals a small but significant negative effect of a bigger number of children per day-care staff member.]

/pdf/day-care-attendance-and-child-development-in-how-far-does-3nnuzu1271.pdf

Day-Care Attendance And Child Development: In How Far Does The Quality Matter?

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Robert Bauchmüller

Author Tools

Chat about Author