MPC Member Publications

This database contains a listing of population studies publications written by MPC Members. Anyone can add a publication by an MPC student, faculty, or staff member to this database; new citations will be reviewed and approved by MPC administrators.

Full Citation

Title: A Service of zbw Leibniz-Informationszentrum Wirtschaft Leibniz Information Centre for Economics The Impact Evaluation of Vietnam's Escuela Nueva (New School) Program on Students' Cognitive and Non-cognitive Skills Standard-Nutzungsbedingungen: The Impact Evaluation of Vietnam's Escuela Nueva (New School) Program on Students' Cognitive and Non-cognitive Skills

Citation Type: Journal Article

Publication Year: 2022

Abstract: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract This paper evaluates how Vietnam's Escuela Nueva (VNEN) program, an educational reform for primary schools supported by the World Bank, affected the cognitive (mathematics and Vietnamese) and non-cognitive (socioemotional) skills of students in that country. We use propensity score matching to estimate both short-term (1-3 years) and long-term (5-7 years) average treatment effects on the treated (ATT). We find that the impacts of VNEN on students' cognitive skills are relatively small in the short-term, and that they are larger for boys, ethnic minorities, and students in Northern Vietnam. The VNEN program modestly increased primary school students' non-cognitive skills in the short-term; these impacts on non-cognitive skills are sizable and significant for ethnic minority students, although there seems to be little gender difference. The long-term impacts are less precisely estimated, but they appear to fade away, showing little or no impact of the VNEN program on cognitive skills. There is little variation of long-term impacts by gender or geographical region, although the imprecision of the estimates for ethnic minority students does not allow us to rule out large long-term impacts on cognitive skills for those students. The program's impacts on non-cognitive skills also seem to have dissipated in the long-term. For comments received on previous versions of this paper, we would like to thank an anonymous reviewer from the RISE (Research to Improve Systems of Education) program and seminar participants at the University of Minnesota. We also thank Petra Todd for advice on matching estimation. Of course, we alone are responsible for any errors of omission or commission.

Url: www.econstor.eu

User Submitted?: No

Authors: Dang, Hai-Anh H; Glewwe, Paul; Lee, Jongwook; Vu, Khoa

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IPUMS NHGIS NAPP IHIS ATUS Terrapop