(1) | (2) | (3) | (4) | (5) |
|---|
Outcome number | Outcomes | Sample size | Unit | Value |
|---|
1 | WAZ | 1,450 | Z-score | -0.67 |
2 | HAZ | 4,223 | Z-score | -0.97 |
3 | Anemia rate | 50,598 | % | 15.87 |
4 | STH infection rate | 2,179 | % | 41.85 |
5 | MHT | 30,529 | 0–90 points | 36.35 |
|  | Learning anxiety | 30,529 | 0–15 points | 7.94 |
6 | Self-esteem | 13,119 | 10–40 points | 25.25 |
7 | Self-efficacy | 11,319 | 10–40 points | 25.69 |
8 | Working memory | 4,305 | 45–150 points | 78.49 |
9 | Processing speed | 4,305 | 45–160 points | 87.33 |
- See Table 2 for complete definitions of all variables. We have sufficient power for our tests due to the large sample size of the dataset we pooled together from seven surveys. For a two-sided test with a significance level of 0.05 and when the effect estimator has a limiting normal distribution, we have 80 % power to detect a MDE (minimum detectable effect) of 0.16 of WAZ, 0.10 of HAZ, 1 percentage points of anemia rate, 6 percentage points of STH infection rate, 0.48 points of MHT, 0.16 points of self-esteem score, 0.31 points of self-efficacy score, 0.03 SD of standardized math test score, 0.06 SD of math course grades given by teachers, 0.05 SD of standardized Chinese test score, 0.04 SD of Chinese course grades given by teachers, 0.86 points of WMI and 1.14 points of PSI [78, 79]
- In this table, we only include outcome measure of variables that have standalone significance. We do not include (for example) standardized test scores of math and Chinese language scales since these scores are only used to compare the relative performance of children of different genders
- Data source: Authors’ data
