Year-end Sale % OFF 
Abstract
This paper is the first to provide evidence of a direct causal impact of iodine fortification in early life on cognitive skills in childhood. I apply a differences-indifferences strategy using exogenous variation from a nationwide iodine fortification policy in India, comparing test scores of school aged children in naturally iodine sufficient and deficient districts over time. I find that the policy increased the probability of attaining basic numeracy and literacy skills by 2.67 - 5.83%. Previous papers find a larger effect on longer term human capital for women. I do not find a gender differential for basic skills but I observe a positive effect on more difficult literacy tasks for girls but not for boys. Additionally, I find that the male treatment effect on basic numeracy vary with district level son preference.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
