EARLY-CHILDHOOD NUTRITION, SCHOOLING, AND SIBLING INEQUALITY 75


Table 4.2 Descriptive statistics: Schooling Age Age Grades


(years) started school 6 5.288 7 5.693


(0.756) (0.922)


8 5.921 (0.829)


9 6.150 (0.989)


10 6.171 (1.064)


11 6.048 (1.434)


12 6.216 (1.470)


13 6.220 (1.281)


14 6.431 (1.322)


15 6.485 (1.282)


16 6.406 (1.399)


17 6.516 (1.511)


18 6.665 (1.951)


19 7.189 (1.772)


20 7.390 (2.140)


completed 0.714


(0.756) 0.894


(0.689) 1.597


(0.764) 2.443


(1.049) 3.216


(1.168) 4.123


(1.398) 5.121


(1.469) 6.038


(1.480) 6.869


(1.468) 7.559


(1.445) 8.534


(1.855) 9.036


(1.790) 9.604


(2.052) 9.875


(1.815) 9.889


(2.539)


Grades


repeated 0.143


(0.378) 0.256


(0.597) 0.366


(0.540) 0.343


(0.563) 0.552


(0.777) 0.628


(0.876) 0.609


(0.897) 0.616


(0.946) 0.711


(0.968) 0.925


(1.047) 0.776


(1.016) 1.195


(1.241) 1.227


(1.223) 1.263


(1.186) 1.188


(1.106)


Source: University of KwaZulu-Natal (2004). Notes: Means are shown with standard deviations in parentheses. There are seven observations in the age 6 years group, though the Children Module of Section 12 targets children aged 7–20 years.


increases, which suggests that younger cohorts enter school at an earlier age. Second, the highest grade completed and the cumulative number of grades repeated also increase with the current age.


In the mathematical tests, the team implemented four types of numerical tests for children aged 7–9: addition, subtraction, multiplication, and division. The four questions were 3 + 5 (addition), 7 – 3 (subtraction), 2 × 6 (multiplica- tion), and 12 ÷ 4 (division). Table 4.3 reports the number of observations with correct and incorrect answers. Note that the sample size for each age group is nearly the same. First, the likelihood of giving a correct answer increases as age increases for all four questions. Second, the difficulty increases as we move from addition to division.


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