Does sorting matter for learning inequality?Evidence from East Africa
Hai-Anh Dang () and
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Paul Anand: Open University
Sam Jones: UNU-WIDER
PIER Working Paper Archive from Penn Institute for Economic Research, Department of Economics, University of Pennsylvania
Inequalities in children’s learning are widely recognized to arise from variations in both household and school-related factors. While few studies have considered the role of sorting between schools and households, even fewer have quantified how much sorting contributes to educational inequalities in low- and middle-income countries. We fill this gap using data on over 1 million children from three East African countries. Applying a novel variance decomposition procedure, our results indicate that sorting of pupils across schools accounts for at least 8 percent of the total test-score variance, eqyuivalent to half a year of schooling or more. This contribution tends to be largest for children from families at the ends of the socio-economic spectrum. Empirical simulations of steady-state educational inequalities reveal that policies to mitigate the consequences of sorting could substantially reduce inequalities in education.
Keywords: inequality of educational opportunity; variance decomposition; sorting; East Africa (search for similar items in EconPapers)
JEL-codes: F63 I24 I25 (search for similar items in EconPapers)
Pages: 48 pages
New Economics Papers: this item is included in nep-dev and nep-ure
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Working Paper: Does sorting matter for learning inequality?: Evidence from East Africa (2019)
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Persistent link: https://EconPapers.repec.org/RePEc:pen:papers:20-006
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