Cognitive Equality and Educational Policies.An Example from Pakistan
Robert E Kutgaard,
Sadequa Dadabho and
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Robert E Kutgaard: Kennedy School of Governmentat the HarvardUniversit
Sadequa Dadabho: Universityof California
Simin UTHOUHl: Universityof California
The Pakistan Development Review, 1979, vol. 18, issue 1, 79-88
An empirical study of distributions of examination scores within secondary schools in Karachi shows that intraschool inequalities are relatively large. The results of several analyses are consistent with the hypothesis that either schools in Karachi do not care about the equality of their students' cognitive achievement, or if they do care, current policiesare ineffective at reducing or widening their distributions of scores.
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Persistent link: https://EconPapers.repec.org/RePEc:pid:journl:v:18:y:1979:i:1:p:79-88
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