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Educational Grants Closing the Gap in Schooling Attainment between Poor and Non-Poor

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  • Raymond, Melanie
  • Sadoulet, Elisabeth

Abstract

The present work assesses the effectiveness of educational grants at raising schooling attainment of poor children in rural areas. The per grade gains in reducing drop outs cumulate in an additional half a year in total schooling. Progressive impacts are found along three dimensions: degree of poverty, parents’ education and distance to school. The children of uneducated fathers living far from school gain twice as much as their counterparts with an educated father or close to a school. The intervention successfully closes the schooling gap along the wealth dimension but falls short of achieving the same in the other dimensions of parents’ education and school distance.

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Bibliographic Info

Paper provided by Department of Agricultural & Resource Economics, UC Berkeley in its series Department of Agricultural & Resource Economics, UC Berkeley, Working Paper Series with number qt60r0x8j4.

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Date of creation: 01 May 2003
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Handle: RePEc:cdl:agrebk:qt60r0x8j4

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Keywords: children; education; rural poverty;

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References

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  1. Antoine Bommier & Sylvie Lambert, 2000. "Education Demand and Age at School Enrollment in Tanzania," Journal of Human Resources, University of Wisconsin Press, vol. 35(1), pages 177-203.
  2. Joshua Angrist & Eric Bettinger & Erik Bloom & Elizabeth King & Michael Kremer, 2002. "Vouchers for private schooling in colombia: Evidence from a randomized natural experiment," Natural Field Experiments 00203, The Field Experiments Website.
  3. David P. Coady & Susan W. Parker, 2004. "Cost-effectiveness Analysis of Demand- and Supply-side Education Interventions: the Case of PROGRESA in Mexico," Review of Development Economics, Wiley Blackwell, vol. 8(3), pages 440-451, 08.
  4. Paul Glewwe & Hanan Jacoby, 1994. "Student Achievement and Schooling Choice in Low-Income Countries: Evidence from Ghana," Journal of Human Resources, University of Wisconsin Press, vol. 29(3), pages 843-864.
  5. T. Paul Schultz, 2001. "School Subsidies for the Poor: Evaluating the Mexican Progresa Poverty Program," Working Papers 834, Economic Growth Center, Yale University.
  6. Lavy, Victor, 1996. "School supply constraints and children's educational outcomes in rural Ghana," Journal of Development Economics, Elsevier, vol. 51(2), pages 291-314, December.
  7. Behrman, Jere R & Knowles, James C, 1999. "Household Income and Child Schooling in Vietnam," World Bank Economic Review, World Bank Group, vol. 13(2), pages 211-56, May.
  8. Hideo Akabayashi & George Psacharopoulos, 1999. "The trade-off between child labour and human capital formation: A Tanzanian case study," Journal of Development Studies, Taylor & Francis Journals, vol. 35(5), pages 120-140.
  9. Kiefer, Nicholas M, 1988. "Economic Duration Data and Hazard Functions," Journal of Economic Literature, American Economic Association, vol. 26(2), pages 646-79, June.
  10. Tansel, Aysit, 1997. "Schooling Attainment, Parental Education, and Gender in Cote d'Ivoire and Ghana," Economic Development and Cultural Change, University of Chicago Press, vol. 45(4), pages 825-56, July.
  11. Harold Alderman & Peter F. Orazem & Elizabeth M. Paterno, 2001. "School Quality, School Cost, and the Public/Private School Choices of Low-Income Households in Pakistan," Journal of Human Resources, University of Wisconsin Press, vol. 36(2), pages 304-326.
  12. Emmanuel Skoufias & Susan Wendy Parker, 2001. "Conditional Cash Transfers and Their Impact on Child Work and Schooling: Evidence from the PROGRESA Program in Mexico," JOURNAL OF LACEA ECONOMIA, LACEA - LATIN AMERICAN AND CARIBBEAN ECONOMIC ASSOCIATION.
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Cited by:
  1. World Bank, 2005. "Mexico : Determinants of Learning Policy Note," World Bank Other Operational Studies 8284, The World Bank.
  2. Pablo Lavado & José Gallegos, 2005. "The dynamics of the schooling dropout in Peru: a framework using duration models," Working Papers 05-09, Departamento de Economía, Universidad del Pacífico, revised Sep 2005.

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