Schooling Achievement among Rural Zimbabwean Children during a Period of Economic Turmoil

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dc.contributor.authorLarochelle, Catherineen
dc.contributor.authorAlwang, Jeffrey R.en
dc.contributor.authorTaruvinga, Nelsonen
dc.contributor.departmentAgricultural and Applied Economicsen
dc.coverage.countryZimbabween
dc.date.accessioned2018-12-14T15:17:56Zen
dc.date.available2018-12-14T15:17:56Zen
dc.date.issued2016-05-01en
dc.date.updated2018-12-14T15:17:55Zen
dc.description.abstractZimbabwe suffered severe economic crisis in the decade before 2009, and anecdotal evidence indicates that public education suffered due to uncertainty about salary payments and inflation. As the country recovers, it is important to understand how this crisis affected schooling participation before and during the crisis. This study focuses on the relationship between schooling achievement, measured by enrollment and enrollment in the ageappropriate grade, and household economic conditions in rural Zimbabwe for 2001 and 2007. A wealth index is used to reflect household economic conditions. Results indicate that children in the bottom 20 percent of the economic status distribution were less likely than others to be enrolled or attend the age-appropriate grade in both periods, but the impact of the crisis on indicators of school attendance are surprisingly modest. Findings indicate that the economy may be poised to rebound as macro-economic conditions stabilize since schooling attainment did not slip substantially.en
dc.description.versionPublished versionen
dc.format.extentPages 311-338en
dc.format.extent28 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1086/685582en
dc.identifier.eissn1545-701Xen
dc.identifier.issn0010-4086en
dc.identifier.issue2en
dc.identifier.orcidLarochelle, Catherine [0000-0001-7655-7380]en
dc.identifier.orcidAlwang, Jeffrey [0000-0002-2950-8516]en
dc.identifier.urihttp://hdl.handle.net/10919/86392en
dc.identifier.volume60en
dc.language.isoenen
dc.publisherUniversity of Chicago Pressen
dc.relation.urihttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000374775500005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=930d57c9ac61a043676db62af60056c1en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSocial Sciencesen
dc.subjectEducation & Educational Researchen
dc.subjectCOUNTRIESen
dc.subjectPOVERTYen
dc.subjectGROWTHen
dc.subjectEDUCATIONen
dc.subjectETHIOPIAen
dc.subjectAFRICAen
dc.subjectDEMANDen
dc.subjectSHOCKSen
dc.subjectCRISISen
dc.subjectHEALTHen
dc.subjectInternational activityen
dc.subject1303 Specialist Studies In Educationen
dc.subjectEducationen
dc.titleSchooling Achievement among Rural Zimbabwean Children during a Period of Economic Turmoilen
dc.title.serialComparative Education Reviewen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dc.type.otherJournalen
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciencesen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciences/Agricultural & Applied Economicsen
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciences/CALS T&R Facultyen

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