Market Returns, Transfers and Demand for Schooling in Malaysia, 1976-89

Anderson, Kathryn H.; King, Elizabeth M.; Wang, Yan

doi:10.1080/00220380412331322801

Cited by 24 publications

(14 citation statements)

References 23 publications

(23 reference statements)

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“…5 These concerns, among others, are reviewed by Ahmad et al (2005) and Bardhan (2002Bardhan ( , 2005. 6 See, for example, Behrman and Deolalikar (1991);Alderman, Orazem and Paterno (2001); Anderson, King and Wang (2003) for studies on developing countries. 7 A similar model with similar implications can be expressed in terms of discounted lifetime income.…”

Section: Endnotesmentioning

confidence: 99%

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

King¹,

Orazem²,

Paterno³

2008

Policy Research Working Papers

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Many educators and policymakers have argued for lenient grade promotion policy --even automatic promotion --in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer's ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation. AbstractMany educators and policymakers have argued for lenient grade promotion policy -even automatic promotion -in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer's ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation.

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Section: Endnotesmentioning

confidence: 99%

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

King¹,

Orazem²,

Paterno³

2008

Policy Research Working Papers

Self Cite

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“…Studies that include younger children commonly attempt to control for incomplete schooling by incorporating age and perhaps age squared as covariates in an ordinary least squares regression of schooling attainment (for example, Anderson et al 1995;Birdsall, 1985;Behrman and Wolfe, 1987;Handa, 1996, Case andDeaton, 1996). While age may explain much of the difference in attainment between young, enrolled children and older individuals who have completed schooling, it does not eliminate the censoring problem since it does not distinguish between completers and non-completers.…”

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confidence: 99%

Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias

Holmes

2003

Economics of Education Review

112

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This paper explores the demand for child schooling in Pakistan, using the Pakistan Integrated Household Survey (1991). There have been few such studies for Pakistan, a country with relatively low enrollment rates and education levels, high illiteracy, and large disparity between male and female education. Additionally, this study focuses on two potential sources of bias in the estimation of the demand for schooling. First, studies which do not distinguish between currently enrolled children and those who have completed their schooling subject their estimates to a form of censoring bias. Second, studies which exclude children who have left the household from their samples may introduce sample selection bias if the decisions to leave home and to attend school are related. This study finds evidence of both "censoring" and "sample selection" bias in the demand for child schooling in Pakistan.

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“…Studies by Gertler and Alderman (1989), Zhang and Davies (1995), Garg and Morduch (1996), and Kingdon (1998), attribute differential educational investments to greater labour market returns to males relative to females. The possibility of receiving greater direct benefits from sons in the form of transfers is also cited as a possible explanation for lower investment in female education by Anderson et al (1996). Differential education costs are discussed by Alderman et al (1996) and King and Lillard (1987).…”

Section: Introductionmentioning

confidence: 99%

Determinants of Schooling in Egypt: The Role of Gender and Rural/Urban Residence

Dancer

Rammohan²

2007

Oxford Development Studies

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This paper examines the role of gender and rural-urban residence, and the interaction between them in influencing schooling outcomes, using household level cross-section data from Egypt. Our empirical analysis finds strong evidence for the hypothesis that being male and living in urban areas significantly improves schooling outcomes. We show that relative to a female child who is 'never enrolled' in school, a male child is nearly twice as likely to be currently attending school, and over two and a half times more likely to have some schooling. Interestingly, the adverse effect of gender is greater in rural areas, with urban location increasing the odds of female children being currently enrolled. Finally, we find that female headship reduces the likelihood of a favorable schooling outcome for females and children living in rural areas.

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Market Returns, Transfers and Demand for Schooling in Malaysia, 1976-89

Cited by 24 publications

References 23 publications

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

Promotion With And Without Learning: Effects On Student Enrollment And Dropout Behavior

Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias

Determinants of Schooling in Egypt: The Role of Gender and Rural/Urban Residence

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