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      What explains educational quality differences between rural and urban areas : evidence from Latin America

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      https://www.riss.kr/link?id=T14704991

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      In Latin American and Caribbean region, disparities between urban and rural areas are important social issues. To measure students' educational level in the region, LLECE collects test scores from 15 countries and one sub-national state by conducting TERCE. Using standardized test scores of language and mathematics of sixth grade student, this study examines the educational gap between urban and rural areas. Student, household, teacher, class, school, and community related variables are selected and used for the analyses. Using Ordinary Least Squares (OLS) method, educational gap between urban and rural areas in Latin America and Caribbean region is observed. Overall regression results show that the value of urban coefficient goes down when adding one more level of variables both in language and mathematics. Respectively, 59% and 62% of the gap between urban and rural test scores in language and mathematics is due to less favorable student and household level characteristics. Analyses present that student, household, school, and community level variables are less favorable characteristics to the quality of education in rural areas. For teacher and class related factors, no big difference between two areas can be found. Though this study has certain limitations to overcome, it can imply that eradication of rural poverty and investments in rural schools and community development are key solutions for the reduction of educational gap between urban and rural areas.
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      In Latin American and Caribbean region, disparities between urban and rural areas are important social issues. To measure students' educational level in the region, LLECE collects test scores from 15 countries and one sub-national state by conducting ...

      In Latin American and Caribbean region, disparities between urban and rural areas are important social issues. To measure students' educational level in the region, LLECE collects test scores from 15 countries and one sub-national state by conducting TERCE. Using standardized test scores of language and mathematics of sixth grade student, this study examines the educational gap between urban and rural areas. Student, household, teacher, class, school, and community related variables are selected and used for the analyses. Using Ordinary Least Squares (OLS) method, educational gap between urban and rural areas in Latin America and Caribbean region is observed. Overall regression results show that the value of urban coefficient goes down when adding one more level of variables both in language and mathematics. Respectively, 59% and 62% of the gap between urban and rural test scores in language and mathematics is due to less favorable student and household level characteristics. Analyses present that student, household, school, and community level variables are less favorable characteristics to the quality of education in rural areas. For teacher and class related factors, no big difference between two areas can be found. Though this study has certain limitations to overcome, it can imply that eradication of rural poverty and investments in rural schools and community development are key solutions for the reduction of educational gap between urban and rural areas.

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      목차 (Table of Contents)

      • Ⅰ. Introduction - 1
      • 1.1 Motivation of Study - 1
      • 1.2 Research Questions - 4
      • Ⅰ. Introduction - 1
      • 1.1 Motivation of Study - 1
      • 1.2 Research Questions - 4
      • Ⅱ. Literature Review - 6
      • 2.1 Determinants of Educational Performance - 6
      • 2.2 Rural-Urban Educational Gap - 9
      • 2.3 Educational Policies in Latin American Countries - 10
      • Ⅲ. Data and Methodology - 17
      • 3.1 TERCE Data - 17
      • 3.2 Variables and Methodology - 19
      • Ⅳ. Data Analysis - 34
      • 4.1 Results - 34
      • 4.2 Implications - 47
      • V. Conclusion - 50
      • Bibliography - 53
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