Where has all the bias gone? Detecting gender-bias in the household allocation of educational expenditure

The reliability of the household consumption based (Engel curve) methodology in detecting gender bias has been called into question because it has generally failed to confirm bias even where it exists. This paper seeks to find explanations for this failure by exploiting a dataset that has educational expenditure information at the individual level and also, by aggregation, at the household level. We find that in the basic education age groups, the discriminatory mechanism in education is via differential enrolment rates for boys and girls. Education expenditure conditional on enrolment is equal for boys and girls. The Engel curve method fails for two reasons. Firstly, it models a single equation for the two stage process. Second, even when we make individual and household level expenditure equations as similar as possible, the household level equation still fails to ‘pick up’ gender bias in about one third of the cases where the individual-level equation shows significant bias. The paper concludes that only individual based data can accurately capture the full extent of gender bias.

Health, Nutrition and Academic Achievement: New Evidence from India

Using new and unique panel data, we investigate the role of long-term health and childhood malnutrition in schooling outcomes for children in rural India, many of whom lack basic numeracy and literacy skills. Using data on students’ performance on mathematics and Hindi tests, we examine the role of the endogeneity of health caused by omitted variables bias and measurement error and correct for these problems using a household fixed effects estimator on a sub-sample of siblings observed in the data. We also present several extensions and robustness checks using instrumental variables and alternative estimators. We find evidence of a positive causal effect of long-term health measured as height-for-age z-score (HAZ) on test scores, and the results are consistent across several different specifications. The results imply that improving childhood nutrition will have benefits that extend beyond health into education.Health, Nutrition, Schooling, India

Where has all the bias gone? Detecting gender-bias in the household allocation of educational expenditure

The reliability of the household consumption based (Engel curve) methodology in detecting gender bias has been called into question because it has generally failed to confirm bias even where it exists. This paper seeks to find explanations for this failure by exploiting a dataset that has educational expenditure information at the individual level and also, by aggregation, at the household level. We find that in the basic education age groups, the discriminatory mechanism in education is via differential enrolment rates for boys and girls. Education expenditure conditional on enrolment is equal for boys and girls. The Engel curve method fails for two reasons. Firstly, it models a single equation for the two stage process. Second, even when we make individual and household level expenditure equations as similar as possible, the household level equation still fails to ‘pick up’ gender bias in about one third of the cases where the individual-level equation shows significant bias. The paper concludes that only individual based data can accurately capture the full extent of gender bias.

Race and the Incidence of Unemployment in South Africa

South Africans unemployment rate is one of the highest in the world, and it has important distributional implications. The paper examines the incidence of unemployment using two national household surveys for the mid-1990s. Both entry to unemployment and the duration of unemployment are examined. A probit model of the determinants of unemployment is estimated: it shows an important role for race, education, age, gender, home-ownership, location, and numerous other variables, all of which have plausible explanations. The large race gap in unemployment is explored further by means of a decomposition analysis akin to that normally used to analyse wage discrimination. There remains a substantial residual that cannot be explained by observed characteristics, and which might represent unobserved characteristics, such as quality of education, or discrimination. Implications for policy and for research are drawn.Unemployment, South Africa, racial discrimination

New Evidence on Class Size Effects : A Pupil Fixed Effects Approach

The impact of class size on student achievement remains a thorny question for educational decision makers. Meta-analyses of empirical studies emphasise the absence of class-size effects but detractors have argued against such pessimistic conclusions because many of the underlying studies have not paid attention to the endogeneity of class-size. This paper uses a stringent method to address the endogeneity problem using TIMSS data on 45 countries. We measure the class size effect by relating the difference in a student’s achievement across subjects to the difference in his/her class-size across subjects. This (subject-differenced) within-pupil achievement production function avoids the problem of the non-random matching of children to specific schools, and to classes within schools. The results show a statistically significant effect of class size for 16 countries but in only 10 of them is the effect negative, and the effect size is very small in most cases. Several robustness tests are carried out, including control for students’ subject-specific ability and subject-specific teacher characteristics, and correction for possible measurement error. Thus, our stringent approach to addressing the problem endogeneity confirms the findings of meta-analyses that find little support for class size effects. We find that class-size effects are smaller in resource-rich countries than in developing countries, supporting the idea that the adverse effect of larger classes increases with class-size. We also find that class size effects are smaller in regions with higher teacher quality.

Race and the Incidence of Unemployment in South Africa

South Africa.s unemployment rate is one of the highest in the world, and it has important distributional implications. The paper examines the incidence of unemployment using two national household surveys for the mid-1990s. Both entry to unemployment and the duration of unemployment are examined. A probit model of the determinants of unemployment is estimated: it shows an important role for race, education, age, gender, home-ownership, location, and numerous other variables, all of which have plausible explanations. The large race gap in unemployment is explored further by means of a decomposition analysis akin to that normally used to analyse wage discrimination. There remains a substantial residual that cannot be explained by observed characteristics, and which might represent unobserved characteristics, such as quality of education, or discrimination. Implications for policy and for research are drawn.Unemployment, South Africa, racial discrimination

Community, Comparisons and Subjective Well-being in a Divided Society

Using a South African data set, the paper poses six questions about the determinants of subjective well-being. Much of the paper is concerned with the role of relative concepts. We find that comparator income – measured as average income of others in the local residential cluster - enters the household’s utility function positively but that income of more distant others (others in the district or province) enters negatively. The ordered probit equations indicate that, as well as comparator groups based on spatial proximity, race-based comparator groups are important in the racially divided South African society. It is also found that relative income is more important to happiness at higher levels of absolute income. Potential explanations of these results, and their implications, are considered.Subjective well-being; happiness; comparator groups; altruism; envy; relative deprivation; standard-setting; race; South Africa

The relative effectiveness and costs of contract and regular teachers in India

While use of contract teachers provides a low-cost way to increase teacher numbers, it raises the quality concern that these less trained teachers may be less effective. We estimate the causal contract-teacher effect on student achievement using school fixed effects and value-added models of the education production function, using Indian data. We allow for both homogenous and heterogeneous treatment effects, to highlight the mechanisms through which the contract teacher effect works. We also present school fixed effects teacher pay equations and predict achievement marks per Rupee spent on regular and contract teachers. We find that despite being paid just a third of the salary of regular teachers with similar observed characteristics, contract teachers produce higher student learning.Student achievement, contract teachers, India

Are girls the fairer sex in India? Revisiting intra-household allocation of education expenditure

This paper revisits the issue of the intra-household allocation of education expenditure with the recently available India Human Development Survey which refers to 2005 and covers both urban and rural areas. In addition to the traditional Engel method, the paper utilizes a Hurdle model to disentangle the decision to enroll (incur any educational expenditure) and the decision of how much to spend on education, conditional on enrolling. Finally the paper also uses household fixed effects to examine whether any gender bias is a within-household phenomenon. The paper finds that the traditional Engel method often fails to pick up gender bias where it exists not only because of the aggregation of data at the household-level but also because of aggregation of the two decisions in which gender can have opposite signs. It is found that pro-male gender bias exists in the primary school age group for several states but that the incidence of gender bias increases with age – it is greater in the middle school age group (10-14 years) and greater still in the secondary school age group (15-19 years). However, gender discrimination in the secondary school age group 15-19 takes place mainly through the decision to enroll boys and not girls, and not through differential expenditure on girls and boys. The results also suggest that the extent of pro-male gender bias in educational expenditure is substantially greater in rural than in urban areas. Finally, our results suggest that an important mechanism through which households spend less on girls than boys is by sending sons to fee-charging private schools and daughters to the fee-free government-funded schools.Gender bias, educational expenditure, Engel curve, Hurdle model, India.

Akin to my teacher: Does caste, religious or gender distance between student and teacher matter? Some evidence from India

This paper uses a unique data set from 5028 primary school children in rural India to examine whether the demographic interactions between students and teachers influence student outcomes and whether social distance between student and teacher exacerbates gender, caste and religious gaps in children's achievement. One would expect this to be the case if discrimination and/or role model effects persist in the classroom. School and individual fixed effects methodology are used. In the pupil fixed effects model, across subject variation is used to test whether having a teacher whose gender, caste and religion are the same as that of the student improves student test scores. We find statistically significant positive effects of matching student and teacher characteristics. We find that a student's achievement in a subject in which the teacher shares the same gender, caste and religion as the child is, on average, nearly a quarter of a SD higher than the same child's achievement in a subject taught by a teacher who does not share the child's gender, caste or religion. Policy implications are considered.education, religion, gender