The Heterogeneous Effects of a Food Price Crisis on Child School Enrolment and Labour: Evidence from Pakistan

Using a panel survey, this paper investigates how food price increases in Pakistan in 2008–2010 affect children’s school enrolment and labour. The causal identification relies on the geographical variations in food (wheat) price. The results show that the negative impacts of food price increase on school enrolment differ by gender, economic status and the presence of siblings. The negative effects on school do not directly correspond to the increase in child labour because the transition from being idle to labour activity or from school to being idle is significant, particularly among poor girls. The results also show that children in households with access to agricultural lands are not affected by higher food prices. The analyses reveal a more dynamic picture of the impact of food price increase on child status and contribute to broader policy discussion to mitigate the impact of crises on child education.     

Inequality and Political Clientelism: Evidence from South India

Political parties can be vehicles for economic and social development in poor countries. They can also serve as rent seeking instruments. Uncovering how parties function is therefore key to establishing the preconditions for good governance. The article discusses when and why clientelism on the basis of party affiliation may arise. Operationally, party-based clientelism is defined as a bias of public policy in favour of members of the governing political party. In a sample of local governments in India, party-based clientelism is shown to exist in two out of four states and to be strongly affected by economic inequality.     

Remittances,Poverty, Inequality and Welfare: Evidence from the Central Plateau of Burkina Faso

This paper applies Gini and concentration coefficient decomposition as well as the Foster-Greer-Thorbecke poverty index and the Stark-Yitzhaki welfare index to new data from four villages in Burkina Faso, to compare the marginal effects of remittances from intercontinental and intra-African migration on inequality, poverty and social welfare. Evidence is found that intra-African remittances reduce inequality while intercontinental remittances have the opposite effect. Also, it is found that although remittances from intercontinental migration are associated with much lower incidence, depth and severity of poverty, the marginal impact of remittances from this form of migration on social welfare is limited because recipients do not include the rural poor.     

The Disease Environment,Schooling, and Development Outcomes: Evidence from Ethiopia

The disease environment could help explain underdevelopment in Africa. This article shows that local malaria risk is associated with worse local development outcomes. Combining an Ethiopian household survey with satellite-derived topographical information, the article shows that malaria incidence is correlated with village elevation, slope and their interaction; that is, malaria is sensitive to elevation in flatlands, where the habitat is suitable for mosquito breeding, but not in steeper lands. Using topography as a predictor of the disease environment, education levels are found to be negatively correlated with malaria. I find suggestive evidence that some other outcomes are related to malaria risk. Finally, the performance of topography predictors is assessed against other climate-based predictors of malaria.     

Rising Inequality in Mexico: Household Characteristics and Regional Effects

We use an empirical framework to identify the contributions of microeconomic factors to the sharp rise in household (per capita) income inequality in Mexico between 1984 and 1994. Results indicate that changes in returns to household characteristics, in particular changes in returns to education, are responsible for about half of the increase in the Gini coefficient. The deteriorating conditions in rural areas relative to the urban areas and of the southern region relative to other regions account for another fourth of the increase in the Gini.     

Varieties of Subnational Undemocratic Regimes: Evidence from Argentina and Mexico

This article analyzes concept formation and its empirical and theoretical implications for the study of subnational undemocratic regimes. The paper argues that extant conceptualizations of subnational political regimes, which generally draw on a strategy of “conceptual expansion” have important drawbacks for the study of subnational undemocratic regimes (SURs). To overcome these shortcomings, the article claims for a strategy of “conceptual separation” that disaggregates political regimes into two orthogonal dimensions, i.e., the access to and the exercise of state power. Drawing on original evidence from Argentina and Mexico, the article demonstrates that the strategy of conceptual separation helps researchers to (1) avoid truncation of the universe of cases for analysis, (2) obtain new and more precise information about the actual magnitude of the uneven territorialization of democracy, (3) recognize the existence of two ideal type domains of SURs: patrimonial and bureaucratic, and (4) gain more analytic leverage to identify the causal mechanisms that explain regime continuity within and across SUR types. In-depth case studies of the state of Puebla (Mexico) and the province of San Luis (Argentina) demonstrate empirically the workings of the mechanisms that account for regime continuity in bureaucratic-like SURs. The article also demonstrates the potential of distinguishing between SUR types for the study of SUR origins and SUR change.     

Income Inequality and Redistributive Spending: Evidence from Panel Data of Texas Counties

Abstract

The relationship between redistributive spending and income inequality has been of interest to researchers for several decades. Existing literature has largely focused on country-level studies and may be broadly divided into two groups: studies that find a positive relationship between the two and studies that find a negative relationship. The positive association is usually explained through the median voter theory and the negative association through the social insurance theory.

This study offers a test of the median voter and social insurance hypotheses by examining the relationship between economic inequality, voter turnout and redistributive spending at the sub-national level among the 50 largest counties in Texas over years 2006 to 2012. One of the advantages of using a regional sample is that counties are relatively more homogeneous and allow for the collection of better records across time. Random effects models suggest that income inequality is positively associated with redistributive spending. The study improves our understanding of the patterns of redistribution at the sub-national level and highlights the importance of careful inter-temporal modelling of relationships between redistributive spending and inequality.     

Trade Openness and Wage Inequality: Evidence for Malaysia

This article examines the impact of trade openness on wage inequality in Malaysia during the period 1984–1997. Malaysia has operated a very open trade regime since the 1960s and has pursued aggressive import substitution and export supporting policies. This development strategy is very different to that adopted in many other emerging economies where trade liberalisation has been associated with greater wage inequality. The aim of the present study is to examine whether Malaysia's more open approach to international trade has had a similar effect on wage inequality. The results suggest, in fact, that this is not the case.     

The Impact of School Meals on School Participation: Evidence from Rural India

This article assesses the effect of transition from monthly distribution of free food grains to the daily provision of free cooked meals to school children on enrolments and attendance in a rural area of India. School panel data allow a difference-in-differences estimation strategy to address possible endogeneity of programme placement. The results suggest that programme transition had a significant impact on improving the daily participation rates of children in lower grades. The average monthly attendance rate of girls in grade one was more than 12 percentage points higher while there was a positive but insignificant effect on grade one boys' attendance rate. The impact on enrolment levels was insignificant.     

Teacher Gender,Student Gender,and Primary School Achievement: Evidence from Ten Francophone African Countries

Using an exceptionally rich, standardised education assessment dataset comprising over 1800 primary schools and 31,000 grade six students from 10 francophone Western and Central African countries, this study analyses the relationship between teacher gender, student gender, and student achievement. Findings indicate that, for girls, being taught by a female teacher increases math and reading performance. For boys, however, teacher gender has no effect. Similar, but less strong effects are also found for subject appreciation. Moreover, traditional academic gender stereotypes remain prevalent among both male and female teachers. Our findings suggest that hiring more female teachers in the region can reduce educational gender gaps without hurting boys.     

Social Inequality and Assessments of Democracy and the Market: Evidence from Central and Eastern Europe

Considerable comparative scholarly attention has been paid to various aspects of mass support for democracy and the market. However, despite strong theoretical suggestions of a linkage, little is known about the impact of social inequality on this support. We address this issue using evidence from mass surveys undertaken in 12 post-communist states in 2007, supplemented by country-level data about economic and political performance. Specifically, we investigate whether social inequality generates negative perceptions that democracy and the market will lead to social conflict and if it increases support for anti-democratic forms of governance. Notably, we find little link between citizens’ expectations of social conflict and national-level indices of income inequality. However, we do find a link between perceptions of the extent of social inequality and expectations of market-generated—but not democracy-generated—conflict. Underscoring these positive and negative findings, perceptions of social inequality are also clearly consequential for support for ‘strong-hand’ economic government but not for anti-democratic leadership.     

The Pedagogy of Science and Environment: Experimental Evidence from Peru

In today's knowledge-based societies, understanding basic scientific concepts and the capacity to structure and solve scientific questions is more critical than ever. Accordingly, in this article we test an innovative methodology for teaching science and environment in public primary schools where traditional (teacher-centred) teaching was replaced with student-centred activities using LEGO kits. We document positive and significant improvements of 0.18 standard deviations in standardised test scores. Such positive results are mainly concentrated within boys that were located above the median of baseline academic performance.     

Bodies and Bullying: The Interaction of Gender,Race, Ethnicity,Weight, and Inequality With School Victimization

The problem of bullying among youth is receiving more attention because of long-lasting detrimental consequences of victimization at school. Research demonstrates that gender, race, ethnicity, and weight are separately linked to bullying victimization; however, little is known about the interaction of these factors in relationship to victimization at school. This study utilizes the 2005/2006 Health Behavior in School-Aged Children (HBSC) data to investigate how bodies (i.e., gender, race, ethnicity, and weight) matter with youth victimization. Drawing from the 2005/2006 HBSC sample consisting of 7,143 youth, findings indicate that interactions of gender, race, ethnicity, and weight are linked to school bullying victimization.     

Labour Market Impacts of School Expenditure and Class Size: Evidence from China

This study is a first attempt to estimate the impact of school resources on students’ subsequent labour market earnings in China. Combining unprecedented school data from the early 1950s to the 1990s with household survey data in the 2000s, this paper documents that expenditure-per-pupil, a proxy measure of school resources (or quality) has a significant impact on the level of subsequent earnings through its influence on education returns. The positive effect calls for policy intervention aimed at improving education, to be based on the perceived economic return to the quantity as well as the quality components of education.     

Inequality,democracy and taxation: Lessons from the post-communist transition

Using data for the period 1989 – 2002, we examine the determinants of income inequality in post-communist economies. We find a strong positive association between equality and tax collection but note that this relationship is significantly stronger under authoritarian regimes than under democracies. We also discover that countries introducing sustainable democratic institutions early are characterised by lower inequality. We also confirm that education fosters equality and find that larger countries are prone to higher levels of inequality.     

Education,Employment and Earnings of Secondary School and University Leavers in Tanzania: Evidence from a Tracer Study

This study uses a tracer survey of secondary school completers in Tanzania to analyse the impact of educational qualifications on labour market earnings. We show that the rates of return to the highest educational qualifications for wage employees are not negligible and, at the margin, provide an investment incentive. However, we find little evidence of human capital effects in the earnings determination process for the self-employment sector. Introducing controls for father's educational background and a set of school fixed effects designed to proxy for school quality and potential labour market network effects reduces the estimated rates of return to educational qualifications. A comparison of our results with the available evidence from other countries in the region suggest that, despite an extremely small secondary and university education system, the private rates of return to education in the Tanzanian wage employment sector are comparatively low.     

The Long Term Educational Cost of War: Evidence from Landmine Contamination in Cambodia

The economic impact of war may be visible in the long run and particularly through its impact on human capital. This paper uses unique district level data on landmine contamination intensity in Cambodia combined with survey data on individuals to evaluate the long-run impact of Cambodia's 30 years of war (1970–1998) on education levels and earnings. These effects are identified using difference-in-differences (DD) and instrumental variables (IV) estimators. In the DD framework I exploit two sources of variation in an individual's exposure to the conflict: age in 1970 and landmine contamination intensity in the district of residence. The IV specification uses the distance to the Thai border as an exogenous source of variation in landmine contamination intensity. The most conservative result indicates that individuals who were too young to have attended school before the start of the war received on average 0.5 less years of education. And, immediately after the war there was no visible effect on earnings. The effects are therefore overall weak. I argue that the destruction of physical capital may be what contributes to drive down the returns to education in Cambodia post-war. The estimates reported may be very conservative due to both error in our measure of conflict intensity and possible selection bias in the placement of prosperous regions.     

Computer-Assisted Instruction for Child Development: Evidence from an Educational Programme in Rural Zambia

This paper examines whether computer-assisted instruction has a positive impact on the literacy and numeracy skills of early grade students. An educational intervention implemented in Zambia integrated technology into classroom activity in order to mitigate weaknesses in teaching skills and address specific unmet student needs. Using a difference-in-difference combined with inverse propensity weights, results show that students’ numeracy and literacy skills are not significantly different from untreated community or government school students. At a third of the cost, the programme is the most cost-effective means of educating children in this poor region of Zambia.     

Inequality and the Impact of Growth on Poverty: Comparative Evidence for Sub-Saharan Africa

This study explores the extent to which inequality affects the impact of income growth on the rates of poverty changes in sub-Saharan Africa (SSA) compared to non-SSA, based on an unbalanced panel of 86 countries over 1977–2004. For all three measures of poverty – headcount, gap, and squared gap – the impact of GDP growth on poverty reduction is a decreasing function of initial inequality. The impacts are similar in direction for SSA and non-SSA, so that within both regions there are considerable disparities in the responsiveness of poverty to income growth, depending on inequality. Nevertheless, the income–growth elasticity is substantially less for SSA, implying relatively small poverty-reduction response to growth.