Early childhood nutrition and academic achievement: a longitudinal analysis

Glewwe, Paul; Jacoby, Hanan G.; King, Elizabeth M.

doi:10.1016/s0047-2727(00)00118-3

Cited by 557 publications

(358 citation statements)

References 28 publications

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“…Glewwe, Jacoby and King, (2001) verify that late school entry may improve a child's ability to perform school work. Nevertheless, even if, contrary to a plausible and common assumption, a child's capacity to learn is uncorrelated or positively correlated with entry date late entry may lead to a decline in total school attained since it likely raises the opportunity cost of each year of school.…”

Section: Analytic Approachmentioning

confidence: 93%

“…Many of these studies have controls for the fact that the factors that determine malnutrition also influence schooling (Maluccio et al, 2006, Alderman, Hoddinott and Kinsey, 2006, Glewwe and Jacoby, 1995, Glewwe, Jacoby and King, 2001, Behrman, 1996. 1 The current paper looks at long-term impacts of nutritional status during childhood, concentrating on both delay in school entry and on the total years of schooling attained.…”

Section: Introductionmentioning

confidence: 99%

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Preschool Nutrition and Subsequent Schooling Attainment: Longitudinal Evidence from Tanzania

Alderman¹,

Hoogeveen²,

Rossi

2009

Economic Development and Cultural Change

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This study analyses how childhood health determines future academic performance in Kagera region in Tanzania. Academic outcomes considered are years of education and delay in enrollment, while the measure of childhood health is (relative to the median) height. The repercussions of malnutrition in childhood on subsequent learning and school performance are analyzed by using a unique longitudinal dataset. Results indicate the degree to which malnutrition leads to reduced lifetime earning capacity due to both delays in schooling and declines in total schooling.

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Section: Analytic Approachmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Preschool Nutrition and Subsequent Schooling Attainment: Longitudinal Evidence from Tanzania

Alderman¹,

Hoogeveen²,

Rossi

2009

Economic Development and Cultural Change

View full text Add to dashboard Cite

show abstract

“…See Behrman and Rosenzweig 2004;Currie andThomas 1995, 1999;Karoly et al 1998;Murnane, Willett and Levy 1995;and Neal and Johnson 1996 for the United States. See Alderman et al 2001;Alderman, Behrman, and Hoddinott 2005;Behrman, Alderman, and Hoddinott 2004;Behrman et al 2003;Deutsch 1999;Glewwe, Jacoby, and King 2001;Martorell 1995Martorell , 1999Martorell et al 1994;and Young 1995 …”

Section: Hulthen 2003mentioning

confidence: 99%

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience

Abadzi¹

2006

PsycEXTRA Dataset

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“…Developmental insults such as undernutrition in a child's earliest years can have detrimental impacts on all developmental domains, as these years contain the most rapid changes in brain development (5,6) . Stunting is associated with concurrent and later cognitive delay or deficit (1,7,8) and poor school achievement (9)(10)(11) . A 40-year longitudinal study shows positive associations between stunting in childhood and reduced earnings as an adult (12) .…”

mentioning

confidence: 99%

How consistent are associations between stunting and child development? Evidence from a meta-analysis of associations between stunting and multidimensional child development in fifteen low- and middle-income countries

Miller

Murray

Thomson

et al. 2015

Public Health Nutr.

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Objective: Despite documented associations between stunting and cognitive development, few population-level studies have measured both indicators in individual children or assessed stunting's associations with other developmental domains. Design: Meta-analysis using publicly available data from fifteen Multiple Indicator Cluster Surveys (MICS-4) to assess the association between stunting and development, controlling for maternal education, family wealth, books in the home, developmentally supportive parenting and sex of the child, stratified by country prevalence of breast-feeding ('low BF' <90 %, 'high BF' ≥ 90 %). Ten-item Early Childhood Development Index (ECDI) scores assessed physical, learning, literacy/numeracy and socio-emotional developmental domains. Children on track in three or four domains were considered 'on-track' overall. Setting: Fifteen low-and middle-income countries. Subjects: Publically available data from 58 513 children aged 36-59 months. Results: Severe stunting (height-for-age Z-score <− 3) was negatively associated with on-track development (OR = 0·75; 95 % CI 0·67, 0·83). Any stunting (Z-score <− 2) was negatively associated with on-track development in countries with high BF prevalence (OR = 0·82; 95 % CI 0·75, 0·89). Severe and any stunting were negatively associated with physical development (OR = 0·77; 95 % CI 0·66, 0·89 and OR = 0·82; 95 % CI 0·74, 0·91, respectively) and literacy/numeracy development in high BF countries (OR = 0·45; 95 % CI 0·38, 0·53 and OR = 0·59, 95 % CI 0·51, 0·68, respectively), but not low BF countries (OR = 0·93; 95 % CI 0·70, 1·23 and OR = 0·95, 95 % CI 0·79, 1·12, respectively). Any stunting was negatively associated with learning (OR = 0·79; 95 % CI 0·72, 0·88). There was no clear association between stunting and socio-emotional development. Conclusions: Stunting is associated with many but not all developmental domains across a diversity of countries and cultures. However, associations varied by country breast-feeding prevalence and developmental domain.

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Early childhood nutrition and academic achievement: a longitudinal analysis

Cited by 557 publications

References 28 publications

Preschool Nutrition and Subsequent Schooling Attainment: Longitudinal Evidence from Tanzania

Preschool Nutrition and Subsequent Schooling Attainment: Longitudinal Evidence from Tanzania

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience

How consistent are associations between stunting and child development? Evidence from a meta-analysis of associations between stunting and multidimensional child development in fifteen low- and middle-income countries

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