Schooling in Developing Economies

The effect of Building Schools to
improve School Attendance

Aralin Aravindan
1
Our Agenda 2
The Main Literature Research Results and

Conclusion
Issue Review Design Analysis
FGST freegoogleslidestemplates.com
The Main Issue 3
67.2% 65.4% 68.9%
Percentage of children in Percentage of female Percentage of male

the last grade of primary children in the last grade children in the last grade
education in developing of primary education in of primary education in
countries. developing countries. developing countries.
The Main Issue 3
67.2% 98.9% 65.4% 68.9%
Percentage of children in Percentage of children in Percentage of female Percentage of male

the last grade of primary the last grade of primary children in the last grade children in the last grade
education in developing education in developed of primary education in of primary education in
countries. countries. developing countries. developing countries.
The Main Issue 3
67.2% 98.9% 65.4% 68.9%

The Main Issue 3
67.2% 98.9% 65.4% 68.9%

The Main Issue 4
Low Demand for Education Scarce educational Institutions
Conservative Beliefs Long Distance between schools and

homes
Gender Differentials Lack of gender-segregated

classrooms and sanitation facilities
The Main Issue 4
Low Demand for Education Scarce educational Institutions
Conservative Beliefs Long Distance between schools and

homes
Gender Differentials Lack of gender-segregated

classrooms and sanitation facilities
Literature Review 5
School proximity is of great importance.
Increasing geographical proximity to schools have significant

effects on a childs school attendance and academic
performance.
Program was extremely effective on a girls school

participation rate.
Research Design 6
Burde and Linden
The Partnership for Advancing Community

Education in Afghanistan (PACE-A Program)
- To increase access to basic education for
children in underserved areas.
- Village based initiative to establish a primary

school in a borrowed building.
Research Design 7
Burde and Linden
Afghanistans National
Curriculum
Traditional Government Village Based

Schools Schools
Research Design 8
Burde and Linden

Step 2
Five of these groups are randomly chosen to Step 4
receive a village based school a year before Two waves of surveys conducted
the rest of the group. in fall 2007 and spring 2008.
Step 1 Step 3 Step 5

Villages grouped into 12 Final sample consisted Assessment of
equally sized village of 11 village groups. villages.
groups.
Research Design 8
Burde and Linden

Step 2

groups.
Research Design 8
Burde and Linden

Step 2

groups.
Research Design 8
Burde and Linden

Step 2

groups.
Research Design 8
Burde and Linden

Step 2

groups.
Research Design 9
Burde and Linden
Yi = 0 + 1Tk + 2xij + ijk
xij contains the

Yi is the outcome for child i, in sociodemographic
household j, and village group k. controls.
Tk indicates whether village
group k was selected for
treatment or not.
1 is the estimated treatment
effect between the treatment
and control group.
Results and Analysis 10
10
All Children Tested Children Control Correlations
Treatment Control Estimated Treatment Control Estimated Formal Total

average average difference average average difference enrollment score
(1) (2) (3) (4) (5) (6) (7) (8)
Years of 3.315 3.076 0.239 3.296 3.085 0.211 0.002 0.039***

education of (0.442) (0.446) (0.007) (0.006)
household
head
Distance to 2.91 3.163 -0.253 2.923 3.161 -0.238 -0.049 -0.074*

nearest (0.349) (0.355) (0.033) (0.035)
formal
school
(non-village
based
school)
Gender Differentials
Formal Enrollment Fall 2007 test Spring 2008 test
No controls Controls No controls Controls No controls Controls

(1) (2) (3) (4) (6) (7)
Panel A. Girls
Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

(0.091) (0.082) (0.130) (0.123) (0.093) (0.090)
Observations 693 693 667 667 689 687
R2 0.34 0.37 0.17 0.36 0.17 0.38
Demographic No Yes No Yes No Yes

Controls

Controls

(1) (2) (3) (4) (6) (7)
Panel A. Girls
Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

(0.091) (0.082) (0.130) (0.123) (0.093) (0.090)
Observations 693 693 667 667 689 687
R2 0.34 0.37 0.17 0.36 0.17 0.38

Controls

Controls

(1) (2) (3) (4) (6) (7)
Panel A. Girls
Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

(0.091) (0.082) (0.130) (0.123) (0.093) (0.090)
Observations 693 693 667 667 689 687
R2 0.34 0.37 0.17 0.36 0.17 0.38

Controls

Controls

(1) (2) (3) (4) (6) (7)
Panel A. Girls
Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

(0.091) (0.082) (0.130) (0.123) (0.093) (0.090)
Observations 693 693 667 667 689 687
R2 0.34 0.37 0.17 0.36 0.17 0.38

Controls

Controls

(1) (2) (3) (4) (6) (7)
Panel B. Boys
Treatment 0.371*** 0.347*** 0.424*** 0.400*** 0.380** 0.413***
Observations 797 797 707 707 712 709
R2 0.16 0.25 0.04 0.4 0.04 0.41

Controls

(1) (2) (3) (4) (6) (7)
Panel B. Boys
Treatment 0.371*** 0.347*** 0.424*** 0.400*** 0.380** 0.413***
Observations 797 797 707 707 712 709
R2 0.16 0.25 0.04 0.4 0.04 0.41

Controls

(1) (2) (3) (4) (6) (7)
Panel B. Boys
Treatment 0.371*** 0.347*** 0.424*** 0.400*** 0.380** 0.413***
Observations 797 797 707 707 712 709
R2 0.16 0.25 0.04 0.4 0.04 0.41

Controls

(1) (2) (3) (4) (6) (7)
Panel B. Boys
Treatment 0.371*** 0.347*** 0.424*** 0.400*** 0.380** 0.413***
Observations 797 797 707 707 712 709
R2 0.16 0.25 0.04 0.4 0.04 0.41

Controls

(1) (2) (3) (4) (5) (6) (7) (8)
Girl 0.474 0.455 0.02 0.495 0.475 0.02 -2.09** -0.687***

(0.020) (0.021) (0.079) (0.100)

(1) (2) (3) (4) (5) (6) (7) (8)
Girl 0.474 0.455 0.02 0.495 0.475 0.02 -2.09** -0.687***

(0.020) (0.021) (0.079) (0.100)

(1) (2) (3) (4) (5) (6) (7) (8)
Girl 0.474 0.455 0.02 0.495 0.475 0.02 -2.09** -0.687***

(0.020) (0.021) (0.079) (0.100)
Discussion
Household Demands
Traditions, Customs and Social Norms
Opportunity Costs of Female Enrolment

Higher opportunity costs as compared to boys
Distance to school
A more significant deterrent to girls than to boys
Discussion
Household Demands

Distance to school
Discussion
Household Demands

Distance to school
Conclusion 16
Different education How research was

settings in developing carried out and
and developed world empirical data
MAIN ISSUE LITERATURE REVIEW RESEARCH DESIGN RESULTS AND ANALYSIS
Building more schools Results and

increases ones access Discussion over
to education gender differentials in
education
THANK
YOU!
37
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TIME

Schooling in Developing Economies

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Schooling in Developing Economies

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The effect of Building Schools to

improve School Attendance

The Main Literature Research Results and

67.2% 65.4% 68.9%

Percentage of children in Percentage of female Percentage of male

67.2% 98.9% 65.4% 68.9%

Percentage of children in Percentage of children in Percentage of female Percentage of male

67.2% 98.9% 65.4% 68.9%

Percentage of children in Percentage of children in Percentage of female Percentage of male

67.2% 98.9% 65.4% 68.9%

Percentage of children in Percentage of children in Percentage of female Percentage of male

Low Demand for Education Scarce educational Institutions

Conservative Beliefs Long Distance between schools and

Gender Differentials Lack of gender-segregated

Low Demand for Education Scarce educational Institutions

Conservative Beliefs Long Distance between schools and

Gender Differentials Lack of gender-segregated

School proximity is of great importance.

Increasing geographical proximity to schools have significant

Program was extremely effective on a girls school

Burde and Linden

The Partnership for Advancing Community

- Village based initiative to establish a primary

Burde and Linden

Traditional Government Village Based

Burde and Linden

Step 1 Step 3 Step 5

Burde and Linden

Step 1 Step 3 Step 5

Burde and Linden

Step 1 Step 3 Step 5

Burde and Linden

Step 1 Step 3 Step 5

Burde and Linden

Step 1 Step 3 Step 5

Burde and Linden

Yi = 0 + 1Tk + 2xij + ijk

xij contains the

All Children Tested Children Control Correlations

Treatment Control Estimated Treatment Control Estimated Formal Total

Years of 3.315 3.076 0.239 3.296 3.085 0.211 0.002 0.039***

Distance to 2.91 3.163 -0.253 2.923 3.161 -0.238 -0.049 -0.074*

No controls Controls No controls Controls No controls Controls

Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

Observations 693 693 667 667 689 687

R2 0.34 0.37 0.17 0.36 0.17 0.38

Demographic No Yes No Yes No Yes

Demographic No Yes No Yes No Yes

No controls Controls No controls Controls No controls Controls

Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

Observations 693 693 667 667 689 687

R2 0.34 0.37 0.17 0.36 0.17 0.38

Demographic No Yes No Yes No Yes

Demographic No Yes No Yes No Yes

No controls Controls No controls Controls No controls Controls

Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

Observations 693 693 667 667 689 687

R2 0.34 0.37 0.17 0.36 0.17 0.38

Demographic No Yes No Yes No Yes

Demographic No Yes No Yes No Yes

No controls Controls No controls Controls No controls Controls

Treatment 0.521*** 0.515*** 0.691*** 0.654*** 0.735*** 0.661***

Observations 693 693 667 667 689 687

R2 0.34 0.37 0.17 0.36 0.17 0.38

Treatment 0.521* 0.515* 0.691* 0.654* 0.735* 0.661*

Treatment 0.521* 0.515* 0.691* 0.654* 0.735* 0.661*

Treatment 0.521* 0.515* 0.691* 0.654* 0.735* 0.661*

Treatment 0.521* 0.515* 0.691* 0.654* 0.735* 0.661*

Treatment 0.371* 0.347* 0.424* 0.400* 0.380 0.413*

Treatment 0.371* 0.347* 0.424* 0.400* 0.380 0.413*

Treatment 0.371* 0.347* 0.424* 0.400* 0.380 0.413*

Treatment 0.371* 0.347* 0.424* 0.400* 0.380 0.413*

Girl 0.474 0.455 0.02 0.495 0.475 0.02 -2.09 -0.687*

Girl 0.474 0.455 0.02 0.495 0.475 0.02 -2.09 -0.687*

Girl 0.474 0.455 0.02 0.495 0.475 0.02 -2.09 -0.687*