Do different types of assets have differential effects on child education ? evidence from Tanzania

Kashi Ram Kafle, Dean Mitchell Jolliffe, Alex Eugene Winter-Nelson, Kashi Ram Kafle, Dean Mitchell Jolliffe and Alex Eugene Winter-Nelson
Authors registered in the RePEc Author Service: Kashi Kafle and Dean Jolliffe

No 8071, Policy Research Working Paper Series from The World Bank

Abstract: To assess the conventional view that assets uniformly improve childhood development through wealth effects, this paper tests whether different types of assets have different effects on child education. The analysis indicates that household durables and housing quality have the expected positive effects, but agricultural assets have adverse effects on highest grade completed and no effects on exam performance. Extending the standard agricultural-household model by explicitly including child labor, the study uses three waves of panel data from Tanzania to estimate the effects of household assets on child education. The analysis corrects for the endogeneity of assets and uses a Hausman-Taylor instrumental variable panel data estimator to identify the effects of time-invariant observables and more efficiently control for time-invariant unobservables. The negative effect of agricultural assets is more pronounced among rural children and children from farming households, presumably due to the higher opportunity cost of their schooling.

Keywords: Educational Sciences; Child Labor Law; Child Labor; Labor Markets; Rural Labor Markets; Labor Standards; Urban Governance and Management; Municipal Management and Reform; Urban Housing; Urban Housing and Land Settlements; Inequality (search for similar items in EconPapers)
Date: 2017-05-22
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http://documents.worldbank.org/curated/en/42398149 ... ce-from-Tanzania.pdf (application/pdf)

Related works:
Journal Article: Do different types of assets have differential effects on child education? Evidence from Tanzania (2018)
Working Paper: Do Different Types of Assets Have Differential Effects on Child Education? Evidence from Tanzania (2017)
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