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This paper investigates the effects of primary school choices on cognitive and non-cognitive development in children using data from the Longitudinal Study of Australian Children (LSAC). We militate against the problems associated with individual unobserved heterogeneity by exploiting both the richness of LSAC data and contemporary econometric methods. We find that sending children to Catholic or independent primary schools has no significant effect on their cognitive and non-cognitive outcomes. We now have evidence from three different continents that the returns to attending Catholic primary schools are no different than public schools

This paper presents the first causal estimates of the effect of weather on children's time allocation. It exploits exogenous variations in local weather observed during the random diary dates of two nationally representative cohorts of Australian children whose time-use diaries were surveyed biennially over 10 years. Unfavorable weather conditions, as represented by cold or hot temperature or rain, cause children to switch activities from outdoors to indoors, mainly by reducing the time allocated to active pursuits and travel and increasing the time allocated to media. Furthermore, the effects of bad weather are more pronounced on weekends and for children with asthma. Our results also provide some evidence of adaptation, as temperature tends to have greater impact not only in winter months but also in colder regions. Our findings are robust to a wide range of sensitivity checks, including controlling for individual fixed effects and using alternative model specifications. Overall, the results suggest that extreme weather conditions may diminish children's health, development and long-term achievements through their effects on children's time allocation.

Summary This paper examines the effects of parental health on cognitive and noncognitive development in Australian children. The underlying nationally representative panel data and a child fixed effects estimator are used to deal with unobserved heterogeneity. We find that only father's serious mental illness worsens selected cognitive and noncognitive skills of children. Maternal poor health also deteriorates some cognitive and noncognitive outcomes of children of lone mothers only. Our results demonstrate that either failing to account for parent–child fixed effects or using child noncognitive skills reported by parents could overestimate the harmful impact of poor parental health on child development.