Education and poverty in rural China
ARTICLE
Philip H. Brown, Albert Park
Economics of Education Review Volume 21, Number 6, ISSN 0272-7757 Publisher: Elsevier Ltd
Abstract
We analyze household and school survey data from poor counties in six Chinese provinces to examine the effects of poverty, intra-household decision-making, and school quality on educational investments (enrollment decisions) and learning outcomes (test scores and grade promotion). Unlike previous studies, we use direct measures of credit limits and women's empowerment. Drawing a distinction between the effects of wealth (measured by expenditures per capita) and credit constraints, we find that the former improves learning while the latter reduces educational investments. We find evidence of a story of gender bias in which academically weak girls are more likely to drop out in primary school while most boys continue on to junior secondary school. Women's empowerment reduces the likelihood of dropping out but does not affect other outcomes. Finally, our measures of school quality have some effect on the duration of primary school enrollment but not on learning.
Citation
Brown, P.H. & Park, A. (2002). Education and poverty in rural China. Economics of Education Review, 21(6), 523-541. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/205700/.
This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0272-7757(01)00040-1Keywords
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