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School quality signals and attendance in rural Guatemala
ARTICLE

Economics of Education Review Volume 30, Number 6 ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This study analyzes school dropout in rural Guatemala using event history data and unusually detailed data on schools and teachers. Significant results for language of instruction, teacher education and fighting between students demonstrate the importance of accounting for school context influences on an outcome that has, historically, been analyzed mainly as a function of family background. Less support is found for the contention that dropout is lower in schools that are better at maximizing student achievement. Finally, using interaction analysis some of the school effects vary significantly by student gender and ethnicity. The various linkages between school features and dropout highlight the complicated reality of identifying the kinds of features of schools that are valued by poor families.

Citation

Marshall, J.H. School quality signals and attendance in rural Guatemala. Economics of Education Review, 30(6), 1445-1455. Elsevier Ltd. Retrieved February 23, 2020 from .

This record was imported from Economics of Education Review on January 28, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2011.07.011

Keywords