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January 1, 2015The Journal of Human ResourcesOpen Access

Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries

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Authors

NSNorbert SchadyDartmouth CollegeJBJere R. BehrmanBryn Mawr CollegeMAMaría Caridad AraujoKiel Institute for the World Economy

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Implication

Cross-national observational study reveals steep socioeconomic disparities in early cognitive development, suggesting learning gaps emerge early and persist through primary schooling.

Key Points

  • Determine the magnitude of socioeconomic gradients in early childhood cognitive development across five Latin American countries and evaluate whether these gaps change as children enter school.
  • Assessed early childhood cognitive development across five Latin American nations using a standardized measure of receptive language ability.
  • Tracked cohorts longitudinally across three countries to observe score trajectories before and after children entered formal schooling.
  • Conducted sensitivity analyses across multiple definitions of socioeconomic status, outcome standardization strategies, and selective non-response adjustments.
  • Revealed sharp cross-country differences and steep, within-country socioeconomic gradients in receptive language scores across all five nations.
  • Demonstrated minimal substantive changes in cognitive score trajectories after children entered school across the three longitudinal cohorts.

Cite This Study

Schady et al. (2015) studied this question.

synapsesocial.com/papers/6a12279d45487b7639a5f8a3https://doi.org/10.3368/jhr.50.2.446
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