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If you build it will they come? The ...

Marshall, Jeffery H.

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If you build it will they come? The effects of school quality on primary school attendance in rural Guatemala.

Record Type:	Electronic resources : Monograph/item
Title/Author:	If you build it will they come? The effects of school quality on primary school attendance in rural Guatemala./
Author:	Marshall, Jeffery H.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4006.
Contained By:	Dissertation Abstracts International64-11A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3111759

If you build it will they come? The effects of school quality on primary school attendance in rural Guatemala.
Marshall, Jeffery H.

If you build it will they come? The effects of school quality on primary school attendance in rural Guatemala. - 202 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4006.

Thesis (Ph.D.)--Stanford University, 2004.

An abundance of empirical support for the "poverty explanation" linking low grade attainment with household characteristics in developing countries makes the case for policy interventions that reduce the price of schooling for poor families, either through subsidies, scholarships or feeding programs. But we know less about other mechanisms that may explain why poor children are more likely to interrupt their schooling before completing primary school. The results of this dissertation directly address this question, and show that teacher and school characteristics are significant predictors of school attendance in rural Guatemala. This finding not only demonstrates how school quality investments do more than raise achievement, but also highlights the necessity of better data in order to more fully understand household behavior. Two measures of school attendance---total grade attainment for a cohort of students enrolled in first grade in 1999 and attendance "intensity" (i.e. the number of absences) during the 2002 school year---are used as outcome variables. A unique group of independent variables taken from child and parental interviews, teacher questionnaires and tests, and classroom observations are used to explain each outcome. Multivariate analysis is used to isolate the effects of the main variables of interest. For the attainment outcome the methods include survival analysis, a sequential model of grade attainment on a grade-by-grade basis and a pooled model that matches students with time-varying characteristics in the home and school. The covariates of attendance intensity are analyzed using a simultaneous equations model with two endogenous predictors: attendance and academic achievement. With separate analyses for boys and girls it is also possible to compare the dynamics of school attendance by gender in a sample that includes heavily indigenous regions. The results shed some light on why girls in these environs attain less schooling, as the female's educational attainment appears to be more sensitive to household wealth and physical isolation.Subjects--Topical Terms:

626654
Education, Sociology of.

If you build it will they come? The effects of school quality on primary school attendance in rural Guatemala.
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100 1 $a Marshall, Jeffery H. $3 1948187
245 1 0 $a If you build it will they come? The effects of school quality on primary school attendance in rural Guatemala.
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500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4006.
500 $a Adviser: Martin Carnoy.
502 $a Thesis (Ph.D.)--Stanford University, 2004.
520 $a An abundance of empirical support for the "poverty explanation" linking low grade attainment with household characteristics in developing countries makes the case for policy interventions that reduce the price of schooling for poor families, either through subsidies, scholarships or feeding programs. But we know less about other mechanisms that may explain why poor children are more likely to interrupt their schooling before completing primary school. The results of this dissertation directly address this question, and show that teacher and school characteristics are significant predictors of school attendance in rural Guatemala. This finding not only demonstrates how school quality investments do more than raise achievement, but also highlights the necessity of better data in order to more fully understand household behavior. Two measures of school attendance---total grade attainment for a cohort of students enrolled in first grade in 1999 and attendance "intensity" (i.e. the number of absences) during the 2002 school year---are used as outcome variables. A unique group of independent variables taken from child and parental interviews, teacher questionnaires and tests, and classroom observations are used to explain each outcome. Multivariate analysis is used to isolate the effects of the main variables of interest. For the attainment outcome the methods include survival analysis, a sequential model of grade attainment on a grade-by-grade basis and a pooled model that matches students with time-varying characteristics in the home and school. The covariates of attendance intensity are analyzed using a simultaneous equations model with two endogenous predictors: attendance and academic achievement. With separate analyses for boys and girls it is also possible to compare the dynamics of school attendance by gender in a sample that includes heavily indigenous regions. The results shed some light on why girls in these environs attain less schooling, as the female's educational attainment appears to be more sensitive to household wealth and physical isolation.
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