TY - JOUR
T1 - Analysis of School Enrollment in Ghana
T2 - A Sequential Approach
AU - Iddrisu, Abdul Malik
AU - Danquah, Michael
AU - Quartey, Peter
N1 - Publisher Copyright:
© 2016 John Wiley & Sons Ltd.
PY - 2017/11
Y1 - 2017/11
N2 - In this paper, we depart from the standard way of analyzing school enrollment by accounting explicitly for educational selectivity in order to examine the determinants of child school enrollment in Ghana. Using data from the Ghana Living Standard Survey round 6 (GLSS 6), we estimate a three-step sequential logit model for the determinants of secondary school enrollment and its dependence on completing primary school. We find that family resources such as parental education, household income and the gender of the head of the household play a role in households' child schooling decisions. Educated parents are relatively more likely to enroll their children in primary school and keep them in school until they complete primary education. As well, we show that educated parents do not promote a gender-biased investment in the schooling of children at the primary level. While household welfare does not influence children's entry into primary school importantly, their completion of primary school depends on household welfare. The study sheds more light on the pro-male bias phenomenon regarding entry into primary school and primary school completion. Policies to promote the achievement of Sustainable Development Goal 4 in Ghana must be grade sensitive.
AB - In this paper, we depart from the standard way of analyzing school enrollment by accounting explicitly for educational selectivity in order to examine the determinants of child school enrollment in Ghana. Using data from the Ghana Living Standard Survey round 6 (GLSS 6), we estimate a three-step sequential logit model for the determinants of secondary school enrollment and its dependence on completing primary school. We find that family resources such as parental education, household income and the gender of the head of the household play a role in households' child schooling decisions. Educated parents are relatively more likely to enroll their children in primary school and keep them in school until they complete primary education. As well, we show that educated parents do not promote a gender-biased investment in the schooling of children at the primary level. While household welfare does not influence children's entry into primary school importantly, their completion of primary school depends on household welfare. The study sheds more light on the pro-male bias phenomenon regarding entry into primary school and primary school completion. Policies to promote the achievement of Sustainable Development Goal 4 in Ghana must be grade sensitive.
UR - http://www.scopus.com/inward/record.url?scp=85007348581&partnerID=8YFLogxK
U2 - 10.1111/rode.12302
DO - 10.1111/rode.12302
M3 - Article
AN - SCOPUS:85007348581
SN - 1363-6669
VL - 21
SP - 1158
EP - 1177
JO - Review of Development Economics
JF - Review of Development Economics
IS - 4
ER -