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Dua Jabr

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• Schooling is a major factor underlying children’s cognitive development . Most of the studies on the effect of schooling on cognitive development have been conducted in stable, free, and generally supportive Western environments.

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• The effect of schooling on cognitive development cannot be fully understood outside its cultural, social, political, and economic context.

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• Differences in the characteristics of schooling, the characteristics of students and the dissimilarity between the cultural, social, political, and economic context in which the school systems operate may result in differential educational effectiveness and in differential effects of schooling on cognitive development

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Schooling

Effect on

Cognitive

Development

Quality Of Schooling

Students' Ability to Benefit from

Schooling (ABS)

Wider Context

Characteristics

collective

wellbeing,

wealth, social

justice,

democracy, etc.

School Funding

and Financial

Resources

premises, teacher/

student ratio class

size, , etc.

Teachers'

Quality

qualifications,

experience,

training,

effectiveness and

leadership, etc.

Family

Characteristics

parental income,

education,

family's house,

family size, etc.

Child

Characteristics

health,

motivation,

personality,

intelligence, etc.

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• The study's purpose is to estimate the combined effect of schooling quality, students' ABS level, and contextual variables on the magnitude of the schooling effect on children’s cognitive development; and to compare the estimated combined effects to those obtained in other studies performed in more supportive environments;

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• The target population of the study consisted of all fifth to ninth graders attending gender- segregated Government and UNRWA schools in the West Bank which include all 5 – 9 grades for the school year 2012/2013.

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• Schooling has a positive effect on girls’ cognitive development in the West Bank. This finding is consistent with the results of previous studies with similar methodological design.

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• These findings support that harsh life realities - economic deprivation, political oppression, and military restrictions that negatively affect the quality of schooling - and the student population’s ability to benefit from schooling - also attenuate the effect of schooling on children’s cognitive development.

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• Furthermore, the lower schooling effect found in this study is not compensated by a higher age effect. On the contrary, the estimated effect of chronological age in this study (0.08 - 0.13) is typically lower than the age effects found in previous studies .

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• Future studies should include additional schooling characteristics and student characteristics in order to gain better understanding of the interaction between the schooling and the population’s characteristics in determining the effect of schooling on cognitive development.