<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-718X</journal-id>
<journal-title><![CDATA[El trimestre económico]]></journal-title>
<abbrev-journal-title><![CDATA[El trimestre econ]]></abbrev-journal-title>
<issn>2448-718X</issn>
<publisher>
<publisher-name><![CDATA[Fondo de Cultura Económica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-718X2018000100081</article-id>
<article-id pub-id-type="doi">10.20430/ete.v85i337.660</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo en la infancia y trayectorias educativas de los adolescentes. Un estudio con base en datos de panel para Uruguay]]></article-title>
<article-title xml:lang="en"><![CDATA[Early Childhood Development and Teenage Educational Trajectories. Longitudinal Evidence for Uruguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Failache]]></surname>
<given-names><![CDATA[Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salas]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vigorito]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República Facultad de Ciencias Económicas y de Administración Instituto de Economía]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>85</volume>
<numero>337</numero>
<fpage>81</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-718X2018000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-718X2018000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-718X2018000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Antecedentes:  En este trabajo se analiza el papel de la trayectoria nutricional y las habilidades no cognitivas en el abandono escolar y la repetición en enseñanza media en Uruguay. Varios trabajos han dado cuenta de la relevancia que a lo largo del ciclo de vida tienen los desempeños en la primera infancia y del papel que juegan las intervenciones tempranas (Behrman et al., 2009; Conti y Heckman, 2012; Daelmans et al., 2016). En los países en desarrollo muchos trabajos han analizado cómo se asocia la situación nutricional con el resto de los desempeños vitales y, en particular, con los escolares (Behrman y Wolfe, 1987). Sin embargo, el papel de las habilidades no cognitivas ha sido escasamente abordado.  Métodos:  Se trabajó con dos olas de un panel de niños que cursaban primer año de enseñanza primaria en escuelas públicas en 2004. Los adolescentes estudiados estuvieron expuestos durante los primeros años de vida a una aguda crisis económica (1999-2003). Para las estimaciones de la probabilidad de repetir, se explota la naturaleza longitudinal de la fuente de datos aplicando efectos fijos. En el caso del abandono del sistema escolar las estimaciones se realizan por Mínimos Cuadrados Ordinarios (MCO) y Mínimos Cuadrados en dos Etapas (MC2E). En este último caso se corrigen los problemas de endogeneidad por considerar como variable explicativa del abandono los eventos previos de repetición del adolescente.  Resultados:  Se encontró que la talla para la edad y el ingreso del hogar al inicio del ciclo primario son fuertes predictores de la repetición. Un mal desempeño en las escalas psicométricas del cuestionario de fortalezas y dificultades (SDQ, por sus siglas en inglés) (síntomas emocionales, problemas de conducta, hiperactividad y actitud prosocial) se correlaciona con haber experimentado algún episodio de repetición. A la vez, ésta predice fuertemente el abandono.  Conclusiones:  Estos hallazgos se encuentran en línea con la literatura que sostiene que el desarrollo en etapas tempranas condiciona los desempeños en la adolescencia. Se encuentra una fuerte inercia en las condiciones de partida de los adolescentes, lo que sugiere la necesidad de apoyar a los hogares con intervenciones desde las edades tempranas como una manera de acompañar todo el ciclo vital. Identificar la configuración de privaciones iniciales que condicionan el desempeño educativo constituye un insumo para el diseño de las políticas de combate contra la privación presente y futura. Los hallazgos también reafirman la importancia de lograr una mayor comprensión de la forma en que interactúan la repetición escolar y el abandono, con el propósito de abatir las altas tasas de abandono escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Background:  This study assesses the determinants of grade repetition and middle school drop-out in Uruguay, focusing on the role of past nutritional trajectory and non-cognitive abilities. A bulk of research attests the relevance of early childhood development and interventions in early stages on a wide set of out-comes across the whole life cycle (Behrman et al., 2009; Conti and Heckman, 2012; Daelmans et al., 2016). In the developing world, many studies highlight the strong association among nutrition and other childhood outcomes, and specifically schooling (Behrman and Wolfe, 1987). However, the role of non cognitive abilities on educational outcomes has been studied to a lesser extent.  Methods:  We use a two waves panel survey that follows-up a cohort of children since 2004, when they were first graders at public primary schools. The cohort considered in this study was exposed to a severe economic crisis in the first 3-4 years of life (1999-2003). In order to isolate the determinants of the probability of repetition we use a fixed effects estimator, exploiting the longitudinal nature of the data-set. To overcome the potential endogeneity problems arising from including previous repetition events as a determinant in the case of the school drop-outs equations, we base our analysis on MCO and MC2E estimators.  Results:  Our main results show that lagged household income and height for age strongly predict grade repetition. At the same time, a low SDQ score in the pro-social, emotional symptoms, hyperactivity and behavioral problems sub-scales is highly associated with repetition. Meanwhile, repetition strongly predicts school drop-out.  Conclusions:  These findings are consistent with the previous literature that points out that early child development strongly conditions outcomes in later life. Specifically, we identify a strong effect of departing conditions on teen-age educational outcomes. The latter uggest the relevance of designing early interventions that provide support to households since early stages in the life cycle. Identifying the initial conditions that deprivations that determine educational outcomes is a very relevant input for short-run and long-run antipoverty policy design. Our findings also point out that the links among grade repetition and school drop-out need to be further studied in order to expand educational achievements in Uruguay.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[asistencia escolar]]></kwd>
<kwd lng="es"><![CDATA[habilidades no cognitivas]]></kwd>
<kwd lng="es"><![CDATA[datos de panel]]></kwd>
<kwd lng="es"><![CDATA[nutrición]]></kwd>
<kwd lng="es"><![CDATA[repetición]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[SDQ]]></kwd>
<kwd lng="es"><![CDATA[Uruguay]]></kwd>
<kwd lng="en"><![CDATA[school attendance]]></kwd>
<kwd lng="en"><![CDATA[non-cognitive abilities]]></kwd>
<kwd lng="en"><![CDATA[panel data]]></kwd>
<kwd lng="en"><![CDATA[nutrition]]></kwd>
<kwd lng="en"><![CDATA[repetition]]></kwd>
<kwd lng="en"><![CDATA[teenagers]]></kwd>
<kwd lng="en"><![CDATA[SDQ]]></kwd>
<kwd lng="en"><![CDATA[Uruguay]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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