Selective Secondary Education and School Participation in Sub-Saharan Africa: Evidence from Malawi
AbstractLarge scale tracking policies, allowing academically apt pupils to enter a select group of secondary schools, can be found in many Sub-Saharan countries. However, evidence on the impact of these policies on school outcomes, especially school participation, is limited. This paper fills this gap by providing regression discontinuity evidence on the impact of Malawi's tracking program. The analysis is based on unique institutional data covering an entire cohort of pupils. Estimates show that Malawi's tracking program raises school participation of top students without a reduction in pupil learning. These findings have implications for education policy in Sub-Saharan Africa.
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Bibliographic InfoPaper provided by Tinbergen Institute in its series Tinbergen Institute Discussion Papers with number 10-041/2.
Date of creation: 15 Apr 2010
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education; Malawi; regression discontinuity; Sub-Saharan Africa; tracking;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- O15 - Economic Development, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration
This paper has been announced in the following NEP Reports:
- NEP-AFR-2011-02-26 (Africa)
- NEP-ALL-2011-02-26 (All new papers)
- NEP-DEV-2011-02-26 (Development)
- NEP-EDU-2011-02-26 (Education)
- NEP-LAB-2011-02-26 (Labour Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Al-Samarrai, Samer & Zaman, Hassan, 2000.
"Abolishing school fees in Malawi: the impact on education access and equity,"
130, University Library of Munich, Germany, revised 2006.
- Samer Al-Samarrai & Hassan Zaman, 2007. "Abolishing School Fees in Malawi: The Impact on Education Access and Equity," Education Economics, Taylor & Francis Journals, vol. 15(3), pages 359-375.
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