Long-Term Effects of Educational Interventions in Developing Countries
Sunday, Jan. 5, 2020 10:15 AM - 12:15 PM (PDT)
- Chair: Edward Miguel, University of California-Berkeley
School Costs, Short-Run Participation, and Long-Run Outcomes: Evidence from Kenya
AbstractIn recent decades, the number of evaluated interventions to improve access to school has multiplied, but few studies report long-term impacts, however. This paper reports the impact of an educational intervention that provided school uniforms to children in poor communities in Kenya. The program used a lottery to determine who would receive a school uniform. Receiving a uniform reduced school absenteeism by 37 percent for the average student (7 percentage points) and by 55 percent for children who initially had no uniform (15 percentage points). Eight years after the program began, there is no evidence of sustained impact of the program on highest grade completed or primary school completion rates. A bounding exercise suggests no substantive positive, long-term impacts. These results contribute to a small literature that demonstrates the risk of fade-out of initial impacts of education investments.
Human-Capital Externalities in China
AbstractThis paper provides evidences of heterogeneous human-capital externality using CHIP 2002, 2007 and 2013 data from urban China. After instrumenting city-level education using the number of relocated university departments across cities in the 1950s, one year more city-level education increases individual hourly wage by 22.0 percent, more than twice the OLS estimate. Human-capital externality is found to be greater for all groups of urban residents in the instrumental variable estimation.
Long-Term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia
AbstractIn 1973, Indonesia began one of the largest school construction programs ever. Exploiting variation across birth cohorts and districts in the number of schools built suggests education benefits for men and women persist 43 years after the program. Exposed men are more likely to be formal workers, work outside agriculture, and migrate. Women are more likely to migrate and have fewer children. Their households have improved living standards and pay more government taxes. Education benefits are transmitted to their children, particularly from mothers to daughters. Intergenerational results are driven by improved marriage partner’s characteristics, including more education and secure employment.
- O1 - Economic Development
- I2 - Education and Research Institutions