This paper examines – for two developing countries, Vietnam and Peru – whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school. The paper examines six different definitions of advantage, based on household wealth, cognitive skills at age 5, gender, ethnicity (Peru only), maternal education, and nutritional status.
Authors
![Person graphic](/sites/default/files/styles/square_desktop/public/2022-06/IFS-person-graphic.png?itok=hWCtTSrz)
CAM, University of Copenhagen
![Sonya Krutikova](/sites/default/files/styles/square_desktop/public/2022-06/Sonya_Krutikova.jpg?itok=SeQ7lGGW)
Deputy Research Director
Sonya Krutikova is an Associate Professor of Economics at Manchester University and IFS Deputy Research Director.
Report details
- Publisher
- Young Lives: International Study of Childhood Poverty
Suggested citation
Krutikova, S and Lilleør, H. (2015). Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students? Evidence from Vietnam and Peru. London: Young Lives: International Study of Childhood Poverty. Available at: https://ifs.org.uk/publications/do-schools-reinforce-or-reduce-learning-gaps-between-advantaged-and-disadvantaged (accessed: 1 July 2024).
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