Culture of Schooling Expands Cross-Cultural Analysis to 16 Sites

The revised Developmental Science manuscript, Disentangling Contributions of Age, Schooling, and Household Resources in Children’s Literacy and Numeracy Achievement: A 16-Site Cross-Cultural Analysis, examines how age, years of schooling, maternal education, and household income relate to academic achievement across diverse educational and cultural contexts.

The revision incorporates an additional dataset from Hadza children in Tanzania, broadening the study’s comparative scope and strengthening representation of educational experiences across sites.

The team also updated the project’s OSF preregistration to document the revised analysis plan and the rationale for changes made during peer review.

Why It Matters

By comparing children across 16 sites, the study helps disentangle the contributions of age, schooling, and household resources to literacy and numeracy without assuming that the same educational pathways operate identically in every setting.