Glewwe, Paul

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2009 - 200912010 - 20151
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  • Publication
    What determines basic school attainment in developing countries? Evidence from rural China
    (2009-10-09) Zhao, Meng; Glewwe, Paul
    This paper analyzes recent household survey data from Gansu, a less developed province in Northwest China, to examine school attainment in a poor rural area of China. Censored ordered probit regressions are used to estimate the determinants of years of schooling. Child nutritional status, as measured by height-for-age Z-scores, and household income have positive effects on completed years of schooling. Mothers’ education and attitudes toward children's education also have strong effects. Children of mothers with 6 years of primary education will go to school 1.4 years longer than their counterparts whose mothers who have no education. Science labs in lower secondary schools appear to have positive impacts; providing a science lab is estimated to extend years of schooling by 1.8 years. Finally, teachers’ experience in lower secondary schools also has a strong positive impact on school attainment.
  • Publication
    The Impact of Early Childhood Rainfall Shocks on the Evolution of Cognitive and Non-cognitive Skills
    (2015-10-01) Leight, Jessica; Glewwe, Paul; Park, Albert
    This paper is the first to estimate the extent to which early childhood climatic shocks affect both cognitive and non-cognitive skills as measured at multiple points in childhood and adolescence. We assess the impact of rainfall observed in utero and during the first two years of life by analyzing a rich longitudinal study of rural youth in a poor province in China. Our empirical strategy entails estimating the impact of rainfall on various measures of cognitive and non-cognitive skills utilizing a reduced form strategy, conditional on county and year-of-birth fixed effects. The results indicate that there is a significant impact of early shocks, particularly shocks in utero and in the first year of life, on cognitive skills, but that this impact may be declining over time. There is little evidence of any impact on non-cognitive skills. We also present evidence that the declining salience of early shocks is consistent with compensatory strategies employed by parents.