Explaining the rural-urban learning achievements gap in Ethiopian primary education: a re-centered influence function decomposition using Young Lives data

The rural-urban learning achievements gap is a persistent issue to be addressed from a different approach. This study employed re-centered influence function decomposition with Young Lives data to estimate the rural-urban education production function and decompose the rural-urban learning achieveme...

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Bibliographic Details
Published in:Education economics 2021-05, Vol.29 (3), p.269-297
Main Authors: Sanfo, Jean-Baptiste M.B., Ogawa, Keiichi
Format: Article
Language:English
Subjects:
Academic Achievement
Academic achievement gaps
Achievement Gap
Blinder-Oaxaca (BO) decomposition
Education
Elementary education
Elementary School Students
Foreign Countries
Influences
Learning
Learning achievements
Production functions
RIF decomposition
Rural schools
Rural Urban Differences
rural-urban
Urban schools
Young Lives
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Summary:The rural-urban learning achievements gap is a persistent issue to be addressed from a different approach. This study employed re-centered influence function decomposition with Young Lives data to estimate the rural-urban education production function and decompose the rural-urban learning achievements gap in Ethiopia. Results revealed that the rural-urban education production function is different across achievements distributions. Moreover, most of the rural-urban learning achievements gap is explained by student background characteristics. Unmeasured characteristics explain much of the proportion of the gap but the importance of that proportion varies across the distribution. Policy implications of the findings were discussed.
ISSN:0964-5292
1469-5782
DOI:10.1080/09645292.2021.1872504