Persistence and Catch-Up in Mathematics Skills in Ethiopia: Evidence from Childhood and Adolescence

Abstract

ABSTRACT A large body of evidence documents the stages of childhood where remedial investments can lead to catch-up growth following a period of early stunted linear growth. However, much less work examines the extent that cognitive catch-up is possible for children who realize low cognitive outcomes. This article examines patterns of persistence and catch-up in mathematics skills for a sample of Ethiopian children during childhood, middle childhood, early adolescence, and later adolescence. The authors also examine how investment patterns across childhood stages influence this skill production. Employing both descriptive and instrumental variables analysis, we find that persistence in skill levels increases with age. The authors also find that remedial investments later in childhood and adolescence can be effective in reducing skill disparities. However, closing the achievement gap further requires investment in both early and later childhood.