The effect of household wealth on educational attainment: Evidence from 35 countries
The effect of household wealth on educational attainment: Evidence from 35 countries
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DOI：
10.1111/j.1728-4457.1999.00085.x
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发表时间：
1999-03-01
影响因子：
2.5
通讯作者：
Pritchett, L
中科院分区：
文献类型：
--
作者：
Filmer, D;Pritchett, L
作者使用来自 44 项调查（在 35 个国家）的人口与健康调查 (DHS) 的家庭调查数据，记录了富裕家庭和贫困家庭儿童入学和学业成绩的不同模式。他们通过使用主成分统计技术，根据调查中的资产信息构建家庭长期财富的代理，从而克服了国土安全部缺乏收入或支出数据的问题。有三个主要发现。首先，贫困人口的入学情况因国家而异，但具有独特的区域模式：在一些地区，贫困人口几乎实现了一年级入学，但随后大量辍学，导致学业成绩低下（南美洲的典型情况），而在其他地区，贫困人口从未入学（南亚和西非/中非的典型情况）。其次，各国在“贫富差距”方面存在巨大差异，即富人和穷人在入学率和受教育程度方面的差异。在一些国家，富人和穷人的受教育年限中位数只有一两年的差距，而在另一些国家，贫富差距则达到九年或十年。第三，成绩概况可以用作诊断工具，以提出教育系统中的问题，例如成绩低下在多大程度上归因于学校的实际不可用。
The authors use household survey data from the Demographic and Health Surveys (DHS) from 44 surveys (in 35 countries) to document different patterns in the enrollment and attainment of children from rich and poor households. They overcome the lack: of income or expenditure data in the DHS by constructing a proxy for long-run wealth of the household from the asset information in the surveys, using the statistical technique of principal components. There are three major findings. First, the enrollment profiles of the poor differ across countries but fall into distinctive regional patterns: in some regions the poor reach nearly universal enrollment in first grade, but: then drop out in large numbers leading to low attainment (typical of South America), while in other regions the poor never enroll in school (typical of South Asia and Western/Central Africa). Second, there axe enormous differences across countries In the "wealth gap," the difference in enrollment and educational attainment of the rich and poor. While in some countries the difference in the median years of school completed of the rich and poor is only a year or two, in other countries the wealth gap in attainment is 9 or 10 years. Third, the attainment profiles can be used as diagnostic tools to suggest issues in the educational system, such as the extent to which low attainment is attributable to physical unavailability of schools.