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Area of Science:

  • Public Health
  • Developmental Economics
  • Educational Research

Background:

  • Malaria is a leading cause of illness and death in sub-Saharan Africa.
  • Childhood malaria negatively impacts cognitive development and contributes to poverty.
  • Recent declines in malaria prevalence offer opportunities to study its educational effects.

Purpose of the Study:

  • To investigate the impact of early childhood malaria exposure on later educational achievement in Tanzania.
  • To quantify the association between malaria prevalence at birth and cognitive skills (literacy and numeracy).

Main Methods:

  • Utilized data from the Malaria Atlas Project and Tanzanian Uwezo household surveys (2010-2014).
  • Employed quasi-experimental methods, leveraging district-level variations in malaria decline for causal identification.
  • Controlled for numerous individual, household, and district-level factors, including sibling variation.

Main Results:

  • A 10% reduction in birth-year malaria prevalence correlated with a 0.06 standard deviation increase in English literacy.
  • This effect is comparable in magnitude to impactful educational interventions.
  • No significant impact was found on numeracy or Kiswahili literacy, likely due to test score ceiling effects.

Conclusions:

  • Malaria significantly influences geographical disparities in English literacy achievement in Tanzania.
  • Reducing malaria is a critical public health strategy for improving educational outcomes.
  • Findings suggest broader implications for other malaria-endemic regions globally.