Abstract
Using a longitudinal survey from rural Guatemala, we examine the effect of an early childhood nutritional intervention on adult educational outcomes. An intent‐to‐treat model yields substantial effects of an experimental intervention that provided highly nutritious food supplements to children, a quarter century after it ended: increases of 1.2 grades completed for women and one quarter SD on standardised reading comprehension and non‐verbal cognitive ability tests for both women and men. Two‐stage least squares results that endogenise the actual supplement intakes corroborate these magnitudes. Improving the nutrient intakes of very young children can have substantial, long‐term, educational consequences.
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.
