School Quality and Educational Outcomes in South Africa
AbstractIn this paper we examine the relationship between educational inputs and school outcomes in South Africa immediately before the end of apartheid government and, in doing so, we add to what is known about the impact of exogenous changes in school quality on child outcomes. There are three features of the South African system that are particularly salient. First, Black households were severely limited in their residential choice under apartheid. Second, funding decisions for Black schools were made centrally, by White-controlled entities on which Blacks were not represented and over which they had no control. Finally, the allocations resulted in marked disparities in average class sizes even across areas as large as magisterial districts, with some districts averaging 20 children per teacher in Black schools, and others upwards of 80 children per teacher.
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Bibliographic InfoPaper provided by Princeton, Woodrow Wilson School - Development Studies in its series Papers with number 184.
Length: 29 pages
Date of creation: 1998
Date of revision:
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Postal: PRINCETON UNIVERSITY, WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS, PRINCETON NEW- JERSEY 08542 U.S.A.
Phone: (609) 258-4800
Web page: http://www.wws.princeton.edu/
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EDUCATION ; DEVELOPING COUNTRIES;
Other versions of this item:
- Anne Case & Angus Deaton, 1998. "School quality and educational outcomes in South Africa," Working Papers WP98-08-Case.pdf, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing..
- I20 - Health, Education, and Welfare - - Education - - - General
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
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- Bourguignon, Francois & Diaz-Bonilla, Carolina & Lofgren, Hans, 2008. "Aid, service delivery, and the millennium development goals in an economy-wide framework," Policy Research Working Paper Series 4683, The World Bank.
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