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dc.contributor.authorCahan, Sorel
dc.contributor.authorJurges, Hendrik
dc.contributor.authorJabr, Dua
dc.contributor.authorAbdeen, Ziad
dc.date.accessioned2020-07-21T10:39:47Z
dc.date.available2020-07-21T10:39:47Z
dc.date.issued2019-12-04
dc.identifier.issn2334-2978
dc.identifier.urihttps://dspace.alquds.edu/handle/20.500.12213/5702
dc.description.abstractSchooling is considered themajor factor underlying cognitive development.This study contributes to the investigationof this central issue bycomparing, for the first time,the effects of schooling on the cognitive development ofstudentsdiffering in their socioeconomic status (SES).The findings reveal the existence ofa sizeable interactionbetween schooling and the students‟ SES. Both the absolute and the relative (to the effect of age) effectsof schooling areconsiderably higher among high-SES students.en_US
dc.description.sponsorshipThe analysis presented in this paper is part of the wider project “Determinants of Cognitive Development in Deprived Environments: Evidence from the West Bank” funded by the German Research Foundation (DFG) under grant number JU 2769/2. We are grateful to the PA Ministry of Education, test administrators, and the students who participated in the study and their parents for their time and efforten_US
dc.language.isoenen_US
dc.publisherAmerican Research Institute for Policy Developmenten_US
dc.subjectCognitive Developmenten_US
dc.subjectSESen_US
dc.subjectSchooling Effecten_US
dc.subjectBetween-grade Regression Discontinuity Designen_US
dc.titleStudent’s SES and the Effect of Schooling on Cognitive Developmenten_US
dc.typeArticleen_US


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