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Additional info for Estimating the Determinants of Cognitive Achievement in Low-Income Countries: The Case of Ghana (Lsms Working Paper) (No 91)

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2. Persons who scored 4 or less on a simple test were given a score of zero for the respective long test. Page 22 for reading and 36 questions for mathematics). The mean scores on the simple reading test are particularly shocking. Even after 6 years of school the mean score was 2 out of 8, which is exactly what one would expect if the students guessed randomly on the test (the simple reading test was multiple choice, with four possible responses for each item). 17 Obviously, many students simply gave up and did not complete the test.

Page 6 preference function. The parents' instantaneous concave utility, U, is further assumed to depend only on the sum of parental and child consumption, C(t). , Ben-Porath 1967), and corresponds to achievement test scores in the empirical work. Children have one unit of time to allocate between schooling and other productive activities. Schooling time consists of classroom time, S(t), and travel time, dS(t), which is assumed proportional to classroom time. Total school time is thus (l + d)S(t) Î [0,l+d].

43 Profits from Self-Employment: A Case Study of Côte d'Ivoire No. 44 The Living Standards Survey and Price Policy Reform: A Study of Cocoa and Coffee Production in Côte d'Ivoire No. 45 Measuring the Willingness to Pay for Social Services in Developing Countries No. 46 Nonagricultural Family Enterprises in Côte d'Ivoire: A Descriptive Analysis No. 47 The Poor during Adjustment: A Case Study of Côte d'Ivoire No. 48 Confronting Poverty in Developing Countries: Definitions, Information, and Policies No.

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