Test Scores and Educational Opportunities: Panel Evidence from Five Developing Countries

Das, Jishnu; Singh, Abhijeet; Chang, Andres Yi

doi:10.35489/bsg-rise-wp_2020/040

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Appendix C details the full assessment.38 If we instead estimate the progression by age, students progress .31σ each year. These estimates are similar in magnitude to per-year gains reported in other samples in India and other developing countries with tests catering to a broad range of ability and scored using IRT models(Singh, 2020;Das et al, 2020).39 In similar settings,Andrabi et al (2011) estimate gains of ∼0.25σ from attending private schools in Pakistan, whileRomero et al (2020) report gains of 0.18σ after 1 year of attending public-private partnership schools in Liberia.…”

supporting

confidence: 73%

The Incidence of Affirmative Action: Evidence from Quotas in Private Schools in India

Romero¹,

Singh²

2022

Self Cite

View full text Add to dashboard Cite

This paper studies the effects of India’s main school-integration policy—a 25 percent quota in private schools for disadvantaged students, whose fees are reimbursed by the state—on direct beneficiaries. Combining survey and administrative data from the state of Chhattisgarh, with lottery-based allocation of seats in oversubscribed schools, we show that receiving a quota seat makes students more likely to attend a private school (by 24 percentage points). However, within eligible caste groups, quota applicants are drawn disproportionately from more-educated and economically better-off households and over three-quarters of the applicants who were not allotted a quota seat also attended a private school as fee-paying students. Consequently, we estimate that ~ 70 percent of the total expenditure on each quota seat is inframarginal to school choice. The policy delivers clear gains for direct beneficiaries but is unlikely to affect school integration without broadening the pool of applicants.

show abstract

supporting

confidence: 73%

The Incidence of Affirmative Action: Evidence from Quotas in Private Schools in India

Romero¹,

Singh²

2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…Moreover, as our measure of numeracy is top-coded at a low level, this says nothing about the evolution of the overall gap in terms of a more sophisticated measure of mastery of a broader learning domain called mathematics—children from rich households may be getting further and further ahead on a different measure of mathematics competency. Work by ( Das et al, 2020 ) Das, Singh and Chang (2018) shows that test score gaps that have developed by Grade 3 remain steady over primary school years and then widen dramatically by the time these children reach age 17 due to differential dropouts: children from poor households drop out at higher rates than children from rich households. While low-performing children from rich households may stay in school, even the high-performing children from poor households tend to drop out.…”

Section: Decomposing the Learning Trajectory By Age Into Grade Attainmentioning

confidence: 99%

Learning equity requires more than equality: Learning goals and achievement gaps between the rich and the poor in five developing countries⋆

Akmal

Pritchett

2021

International Journal of Educational Development

View full text Add to dashboard Cite

Highlights The paper quantifies the extent to which achieving within country equality would bring countries closer to global equitygoals. Equalizing grade attainment between rich and poor children leads to only modest progress. Equalizing learning profiles results in larger gains that vary across countries. Even with equality of schooling and learning, children are still far from mastering basic reading and math by 12−13. Reaching equity goals will require more than closing rich-poor gaps, but progress in learning for all.

show abstract

“…These studies test a sample of children in treated and control areas, regardless of enrollment status. If children who are incentivized to remain in school also gain test scores, the studies should have found that children in treated areas have higher test scores than those in control areas.5 Furthermore, completed schooling at age 22 is strongly correlated with test scores at age 12 in both the LEAPS and the Young Lives samples(Das, Singh and Yi Chang 2020).…”

mentioning

confidence: 99%

New Evidence on Learning Trajectories in a Low-Income Setting

Bau¹,

Das²,

Chang³

2021

Policy Research Working Papers

Self Cite

View full text Add to dashboard Cite

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

show abstract

Test Scores and Educational Opportunities: Panel Evidence from Five Developing Countries

Cited by 4 publications

References 0 publications

The Incidence of Affirmative Action: Evidence from Quotas in Private Schools in India

The Incidence of Affirmative Action: Evidence from Quotas in Private Schools in India

Learning equity requires more than equality: Learning goals and achievement gaps between the rich and the poor in five developing countries⋆

New Evidence on Learning Trajectories in a Low-Income Setting

Contact Info

Product

Resources

About