Can public policies lower religiosity? Evidence from school choice in France, 1878–1902

This study analyses the effects of public policies on religiosity by focusing on the enrolment of pupils in French Catholic primary schools between 1878 and 1902. During this period, the government increased public spending and made school attendance free and mandatory until the age of 13. The empirical analysis presented here suggests that greater public spending had no substantial effect on the enrolment in Catholic schools. By contrast, mandatory schooling laws had a negative, but quantitatively limited, impact. The overall resilience of Catholic schooling is traced to the political divide created by the 1789 French Revolution.     

Home Schooling: An Alternative School Choice

There is a fairly large, evolving literature on school choice. This literature addresses the factors that influence the choice between schools in the public and private sectors. Overlooked by this literature, however, is the growing segment of school enrollment in home schools. This article empirically examines the decision to educate children at home. The empirical results suggest that the decision to home school depends on the expected quality of schooling the home unit can produce relative to that available from alternatives. More specifically, our results indicate that women's educational attainment helps explain home school enrollment, that greater heterogeneity of income within a public school district increases home enrollment, and that stricter regulations decrease home school enrollment.     

Can school centralization foster human capital accumulation? A quasi-experiment from early twentieth-century Italy

This article shows that a shift towards a more centralized school system can benefit countries that are characterized by poor levels of human capital and large regional disparities in education. In 1911, Italy moved from a fully decentralized primary school system towards centralization through the Daneo-Credaro Reform. The design of the Reform allows us to compare treated municipalities with those that retained school autonomy. Our quasi-experiment, based on propensity score matching (PSM), shows that centralization substantially increased the pace of human capital accumulation. Treated municipalities were characterized by a 0.43 percentage-point premium on the average annual growth of literacy between 1911 and 1921. We discuss some of the channels through which the new legislation affected primary schooling and literacy, with important implications for long-term economic growth.     

The impact of parental education on children’s outcomes in China

This paper exploits the exogenous shock to basic education during the Chinese Cultural Revolution to estimate the causal relationship between parental schooling and children’s educational attainment in China. Using deviations of cohort graduation rates from predicted education trends as instruments for parents’ education, the results indicate that an additional year of parental education increases children’s probability of completing junior and senior high schools by 7.94 and 9.76%, respectively. Parental education not only has positive and significant effects on children’s schooling outcomes, its importance also increases with children’s education level. These findings suggest that public investment in education has important long-term effects on individual’s educational achievement.     

Wage Returns to Schooling in Nigeria

Abstract: In the last two decades, primary and secondary school enrollment rates have declined in Nigeria while enrollment rates in post‐secondary school have increased. This paper estimates from the General Household Survey for Nigeria the private returns to schooling associated with levels of educational attainment for wage and self‐employed workers. The estimates for both men and women are small at primary and secondary levels, 2–4 percent, but are substantial at post‐secondary education level, 10–15 percent. These schooling return estimates may account for the recent trends in enrollments. Thus, increasing public investment to encourage increased attendance in basic education is not justifiable on grounds of private efficiency, unless investments to increase school quality have higher private returns. With high private returns to post‐secondary schooling, students at this level should pay tuition, to recoup more of the public costs of schooling, which may be redistributed to poor families through scholarships.     

Does Schooling Promote Economic Growth?

Abstract: This paper revisits the debate on schooling and economic growth with particular reference to the case of sub‐Saharan Africa. Following the endogenous growth model developed by Lucas (1988) that considers human capital as one factor of production and schooling as a means of human capital accumulation, two results of schooling are explicitly stated: accumulation of privately owned and publicly owned human capital. By developing a growth estimating equation containing these two types of schooling results from the model and confronting it with empirical data, the hypothesis that schooling has got growth effect is tested. The analytic result suggests that in the indicated economies, for the period covered by the study (1966–2000), schooling that leads to accumulation of publicly owned human capital is associated with per capita income growth. Likewise, the analysis provides supporting evidence for the argument that primary schooling level is more associated with growth than other levels of schooling.     

Hitting the Target: Doubling Primary School Enrollments in Sub-Saharan Africa by 2015

This paper estimates the number of children who will need to attend and complete primary school in sub-Saharan Africa in order for the current international development target of universal primary education (UPE) by 2015 to be attained. In addition, a variety of demand constraints that will also affect the attainment of UPE are identified and assessed. The main conclusion of this analysis is that target enrollment growth for the region as a whole between 2000 and 2015 is not much greater than enrollment growth during the 1990s. For at least half of all countries in the region, however, this will require very high levels of sustained enrollment growth during the next 15 years. There are also major concerns about the overall level of demand for primary education by individuals and households. In particular, formal sector employment contracted in many countries during the 1990s and returns to education in the smallholder agriculture and informal sectors continue to remain low. But, with sufficient commitment from governments and donor agencies to increase educational capacity and improve the quality of schooling, the UPE target can be attained as part of a comprehensive strategy for poverty reduction in each country.     

Good schools make good neighbors: Human capital spillovers in early 20th century agriculture

Formal schooling has a significant impact on modern agricultural productivity but there is little evidence quantifying the historical importance of schools in the early development of the American agricultural sector. I present new data from the Midwest at the start of the twentieth century showing that the emerging public schools were helping farmers successfully adapt to a variety of agricultural innovations. I use a unique dataset of farmers containing detailed geographical information to estimate both the private returns to schooling and human capital spillovers across neighboring farms. The results indicate that public schools contributed substantially to agricultural productivity at the turn of the century and that a large portion of this contribution came through human capital spillovers. These findings offer new insights into why the Midwest was a leader in the expansion of secondary education.     

Unequal school enrollment rights,rent yields gap,and increased inequality: The case of Shanghai

This paper first builds a simple theoretic model to explore how a special feature of enrollment policy of public primary schools in urban China, the unequal enrollment right between home owners and tenants, would produce rent-yields gap between different housings. The model also predicts that an enrollment policy featuring with tenant discrimination, accompanying with strict credit constraint, would reduce the chance of kids from middle-income families to attend better public schools while allow families with high initial wealth to access better high-quality public education at a lower cost. Using a hedonic pricing model, we find that, in Shanghai, rental yields of housings in neighborhoods associated with reputed public primary schools is on average 0.1–0.35 percentage-point lower than those associated with ordinary ones. We also explore how the rent-yields-gap varies across housing types, locations and changes over time. Nonetheless, our simulation computation suggests that the estimated opportunity cost of holding such schools in Shanghai is generally not a big amount and affordable for many families. Overall, the high entry costs of owing a housing is the major obstacle to access high-quality public primary education in urban China. These findings highlight how an education policy with features of inequality may contribute to education and residential segregation, and then reduce intergenerational mobility.     

The Legacy of Serrano: The Impact of Mandated Equal Spending on Private School Enrollment

In Tiebout's idealized world, families would sort into homogeneous communities. Each family would get its preferred quality of public schools and there would be no demand for private schools. But limited public school options and a demand for religious instruction not permitted in public schools create a market for private schooling. Recently, many state governments have greatly limited districts' freedom to spend what they wish on education, often in response to court rulings to equalize education spending, such as Serrano in California. Funding equalization also affects the level of public school spending in the average state district; if this rises, as it has in many states, private schools become less attractive. Examining private school enrollment in 159 metropolitan areas in 1970, 1980, and 1990, we find that private school enrollments fall as average public spending rises and increase as public spending becomes more equal.     

Does School Quality Matter? Evidence from the Hong Kong Experience

This paper analyses the differential returns to education and to language ability of natives and Chinese immigrants in Hong Kong. The large difference in quality between Hong Kong schools and Chinese schools provides a natural experiment for evaluating the effect of school quality on students' performance in the labor market. We show that the rate of return to schooling is more than three times higher among local-born workers than among Chinese immigrants to Hong Kong. Our analysis also suggests that English language education is one important component of the success of the Hong Kong education system.     

Impact of Funding Targeted Pre-school Interventions on School Readiness: Evidence from the Netherlands

We analyze the effectiveness of the early childhood programme (ECP) in the Netherlands. The programme is designed for 2.5–4 year olds from disadvantaged backgrounds. 37 municipalities received an additional subsidy to expand ECP programmes, which allows us to analyze the effects of the programme within a difference-in-difference-in-differences framework. Most children first enroll in primary schools at age 4 in the Netherlands, but pupils begin to learn reading and mathematics in grade 3 at age 6. We use grade repetition constructed from school registry data from 2008 to 2015 in the first two grades as an indicator of school readiness. Our results show significantly lower grade repetition rates for targeted boys who are in regions that receive the subsidy. Grade repetition drops by 0.8–1.8 percentage points from a mean of 10.5% for the disadvantaged group targeted by the programme.     

国际人口迁移、信贷约束与人力资本积累

本文以收入不平等与经济增长的关系为基础,在信贷市场不完全的条件下,进一步考察了熟练劳动力跨国迁移对发展中国家人力资本积累及经济增长的影响。分析显示,基于跨国移民的"教育激励"效应对发展中国家的人力资本积累及经济增长的影响在短期和长期存在差异。短期中,基于跨国移民的"教育激励"效应会减缓"人才流失"效应对发展中国家人力资本积累及经济增长的负面影响,甚至可能会提高发展中国家熟练劳动力的比重,从而促进人均收入水平的提高。长期中,当代际转移收敛于稳态水平时,国际人口迁移不再具有"教育激励"效应,而国际人口迁移的"人才流失"效应则会继续损害人力资本积累,从而对发展中国家的人均收入产生负面影响。     

Gender gap in school enrolment among youth in Lesotho

This article uses data from the 1996 population census of Lesotho and the Ministry of Education's annual reports compiled during the period 1990–9 to investigate the trend of the gap between male and female enrolment in schools and higher learning institutions. The study examines various education indicators, school enrolment and dropout rates. There is no doubt that the gender gap still exists in Lesotho in favour of females. Both the cohort analysis and the analysis of dropout rates have shown that there is gender imbalance in schooling. In addition, the analysis has shown that the gender gap has recently started to narrow in primary, secondary and high schools but is widening at tertiary level. The article recommends that the government of Lesotho should look closely at the issue of the disadvantaged ‘boy child’ if it intends to eliminate gender disparities in schools.     

Human capital accumulation in emerging Asia, 1970–2030

Emerging Asian economies have made strong progress in improving educational capital in the past 40 years. High educational attainment, especially at the secondary level, has significantly improved emerging Asia's educational achievement. Regressions show that better parental education and income, lower income inequality, declining fertility, and higher public educational expenditures account for higher educational enrollment. But Asia's average years of schooling are forecast to increase to 7.6 years by 2030, from 7.0, significantly slower than the increase of 4.1 years from 1970 to 2010. That would put emerging Asia's educational capital in 2030 at only the 1970 level of the advanced countries, or still 3.5 years behind the level of advanced countries in 2010. For sustained human development, Asian economies must invest in improving educational quality and raising enrollment rates at the secondary and tertiary levels.     

Geography and educational inequality in China

Since the 1980s, educational reforms in China have decentralized administration and finance and privatized costs. These changes have emerged in the context of rapid economic growth and rising regional economic disparities. The reforms have mobilized new resources in support of education, but they have also exacerbated regional disparities in funding for schools. Analyses of trends in school finance and expenditures have emerged, but detailed studies of the shifting ties between geography and educational outcomes in the population have not.Using 2000 census data on year and location of birth and educational attainment, we begin to address this gap. We compare the links between birth province and educational outcomes across 5-year birth cohorts to illuminate trends in region-based inequalities. Results show that the percent of variation in years of schooling explained by birth province declined for cohorts born through the early 1960s, and then increased thereafter.Additional analyses use a dissimilarity index to characterize the strength of the link between geography and access to each level of schooling. This index indicates that the link between geography and access to primary school has greatly increased across cohorts, as the few without access to primary school are ever more concentrated in poor areas. The link between birth province and access to subsequent levels of schooling shows mixed trends through cohorts born in the early 1960s: stability for junior high school and a weakening trend for senior high school and college. Thereafter, the dissimilarity index increased, substantially for junior high school and slightly for senior high school and college.Results attest to the enduring significance of geography as an educational stratifier in China. More broadly, results suggest the importance of regional inequalities in conditioning the relationship between development and educational stratification.     

The basic needs approach to development: The question of education for black people in Natal 1

Schooling is an important facet of the basic needs approach to development. Higher education has been shown to influence a decrease in both the infant mortality rate and the fertility rate, and furthermore appears to influence an individual's access to more remunerative employment. The provision of schools for black people in Natal by the Department of Education and Training (DET) is still far from adequate for all children of school‐going age. Moreover, in many areas, particularly rural areas and for levels above Junior primary, distances are too great for the children readily to be able to attend school. Particular problems which require confronting are farm schools (the location of which is not determined by DET and which are not always open to all neighbouring children): the inadequacy of secondary schooling in many census districts and in most rural areas; and the spatial fragmentation of Natal KwaZulu.     

Human capital and growth in Japan: Converging to the steady state in a 1% world

Annual growth in GDP/adult in Japan has declined from over 10% in 1969 to an average of 1% since the financial crisis in 1991. I show that a dynamic Solow growth model, augmented with human capital, weekly hours worked, and oil prices, explains Japan’s annual growth rates from 1969 to 2007 as conditional convergence to a steady-state rate of 1%/year. Each year of average adult schooling attainment raised GDP/adult directly or indirectly by 20 percent, and weekly hours worked had an output elasticity of 0.5. The marginal product of schooling in 2005 is double the marginal product of physical capital.     

The Impact of Political Competition on Economic Growth: Evidence from Municipalities in South Africa

This paper examines the impact of political competition on economic growth. In this paper, I show that internal political dynamics, distinct from the type of political system, can having different effects on growth. Using results from the 1994 and 1999 elections in South Africa, I show that municipalities with higher levels of political competition have shown lower levels of economic growth. I use individual level surveys to show that this political competition is associated with political paralysis, dissatisfaction with the current democracy and government and lower optimism about the future.     

Accounting for Gender Equality in Secondary School Enrollment in Africa

In addition to analyzing the characteristics of gender equality in secondary education enrollment in Africa, this paper empirically studies the key drivers of gender equality in secondary education enrollment, using cross‐sectional time series data from 1970 to 2010. Our results show that the coefficient associated with the level of real GDP per capita is positive and statistically significant in both the overall Africa sample and in the sub‐Saharan and North African samples. But the quadratic term of real GDP per capita is negative in sign and significant in the overall Africa and sub‐Saharan African estimates. These provide evidence of a hump‐shaped relationship between real GDP per capita and gender equality in secondary education enrollment in Africa. Our results also suggest that higher share of female teachers in secondary schools, increased democracy (at a decreasing rate), higher female share of the labor force, Christian dominance in a country, higher domestic investment rate, and being an oil‐exporting country increase gender equality in secondary education enrollment in the continent. However, higher population growth tends to lower it. The policy implications and lessons of these results are discussed.