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Essays on the relationships between ...

Somasse, Gbetonmasse Blaise.

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Essays on the relationships between education policies, achievement, labor market outcomes, and inequality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Essays on the relationships between education policies, achievement, labor market outcomes, and inequality./
作者:	Somasse, Gbetonmasse Blaise.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Economics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705044
ISBN:	9781321778199

Essays on the relationships between education policies, achievement, labor market outcomes, and inequality.
Somasse, Gbetonmasse Blaise.

Essays on the relationships between education policies, achievement, labor market outcomes, and inequality. - 179 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Clark University, 2015.

This item must not be sold to any third party vendors.

This dissertation explores the relationships between a reduction in schooling costs, educational outcomes, and labor market outcomes, as well as their implications in terms of inequality analysis. With the reduction of schooling fees, through free primary education programs, school attendance will likely increase with some potential adverse effects on class size and student's achievement if corresponding resources are not allotted to schools. The induced higher educational attainment will likely increase wage income in the short term but the effect on inequality is undermined. On October 14, 2006, the Government of the Republic of Benin has announced the abolition of tuition fees for primary and pre-school education in all public schools. The measure was actually an expansion of a similar decision a few years earlier, in 2003, which was limited to girls in rural areas. Consequently, resources affected to primary school education increased along with enrollment.

ISBN: 9781321778199Subjects--Topical Terms:

517137
Economics.

Essays on the relationships between education policies, achievement, labor market outcomes, and inequality.
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100 1 $a Somasse, Gbetonmasse Blaise. $3 3174579
245 1 0 $a Essays on the relationships between education policies, achievement, labor market outcomes, and inequality.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Wayne B. Gray.
502 $a Thesis (Ph.D.)--Clark University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This dissertation explores the relationships between a reduction in schooling costs, educational outcomes, and labor market outcomes, as well as their implications in terms of inequality analysis. With the reduction of schooling fees, through free primary education programs, school attendance will likely increase with some potential adverse effects on class size and student's achievement if corresponding resources are not allotted to schools. The induced higher educational attainment will likely increase wage income in the short term but the effect on inequality is undermined. On October 14, 2006, the Government of the Republic of Benin has announced the abolition of tuition fees for primary and pre-school education in all public schools. The measure was actually an expansion of a similar decision a few years earlier, in 2003, which was limited to girls in rural areas. Consequently, resources affected to primary school education increased along with enrollment.
520 $a The first chapter examines whether the 2006 primary education policy reduced the wealth and gender gap as well as prior geographical disparities in educational outcomes in Benin. It also considers possible tradeoff between expanded access and the quality of learning. The identification strategy relies on a measure of policy intensity that exploits the pre-policy differences in dropout rates across municipalities in a difference-in-differences approach. Using municipality and household level data, I find evidence that the fee elimination attenuated the inequality of access by increasing primary school completion for traditionally disadvantaged groups, including girls, low-income, and the northern region populations. The increased enrollment had no significant adverse effect on student achievement as measured by the probability of passing the primary school exit exam (CEP). Moreover, the policy potentially helped low performing municipalities narrow the achievement gap through the retention of better achieving students who would have dropped out of the education system otherwise. These results suggest some welfare improvements and may have important policy implications for Benin and other developing countries with similar strategies.
520 $a Differences in schooling may drive income inequality with its relationships to growth, poverty reduction, and the attainment of the Millennium Development Goals (MDGs), at least for poor countries. The second chapter explores the impact of the policy on the determinants of access to school and the determinants of student performance and simulates the magnitude of the impact of the policy on future wage differentials. Using individual Mincer-type earning functions, I estimate the returns to education by taking into account possible endogeneity of the education variable. Finally, given that the short length of the policy implementation does not allow any quantitative estimates, I use simulations to provide an idea of the magnitude of the impact of the free primary education policy on future wage differentials as schooling inequalities get smaller. The analysis uses both municipality and household level data, in a repeated cross-sections regression framework to help identify the impact of the policy. The simulations are based on wage equations estimated from individual earnings data. I find that while the importance of family background on attendance probability is significantly reduced after the policy, student socioeconomic characteristics are still important determinants of student performance. These results suggest that the inequality in education has moved somewhat from access to quality of learning. Finally, simulations show a potentially large increase in wages but only limited changes in wage inequalities. As education becomes more affordable, general equilibrium effects may reduce the scope by which workers living in urban areas gain from the education, thereby reducing inequality of wages.
520 $a I use the passing rates at the primary school exit exam as a proxy for student's achievement in Chapter 1 without controlling for any potential endogeneity of the threshold score for passing the exam. In Chapter 3, I take a more direct approach by analyzing the effect of Chad's free and compulsory education on student's test scores. The data is from the Program for the Analysis of Education Systems (PASEC) in Chad which include student's characteristics, school inputs, and teacher characteristics, along with unified mathematics and literacy tests. The identification strategy exploits the regional disparities in pre-policy completion rates. I find that the policy has led to a significant decrease in mathematics test scores, except among regions that were high achievers before the policy went into effect. Analyzing the determinants of a teacher's effectiveness with a value added model raises the importance of teacher's training and status in the job on their students' learning. Government teachers who are more likely to hold professional degrees improve student's scores in mathematics significantly more than community teachers who constitute a large proportion of the teaching personnel in Chad, particularly in community schools. Taken together, the elimination of tuition alone might not suffice to reduce the education gap between the poorer and the richer, between girls and boys, and across geographical regions.
520 $a Keywords: Free Primary Education, Educational outcomes, Student performance, Inequality, Returns to Education, Value-Added Model, Benin, Chad.
590 $a School code: 0048.
650 4 $a Economics. $3 517137
650 4 $a Sub Saharan Africa studies. $3 3172272
650 4 $a Education policy. $3 2191387
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793 $a English
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