No school left behind: Do schools in underdeveloped areas have adequate electricity for learning
Wu, Treena, Borghans, Lex and Dupuy, Arnaud (2009). No school left behind: Do schools in underdeveloped areas have adequate electricity for learning.
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Author Wu, Treena
Borghans, Lex
Dupuy, ArnaudTitle No school left behind: Do schools in underdeveloped areas have adequate electricity for learning Publication Date 2009 Abstract In this paper we investigate the effects of access to electricity on learning outcomes. In a spatially differentiated developing country like Indonesia we find that a school that is designated by the central government as being left behind, access to electricity is a mediating factor for improving test scores. Access to electricity in the homes of children aged 12 transitioning to secondary school complements access to electricity in the school where they can continue learning after sunset. The electrification of schools and homes in underdeveloped areas becomes a distinguishing factor in managing the spatial inequalities in human capital accumulation. We shed more light on this distinction during the Asian Financial Crisis when Indonesia�۪s national debt-to-total expenditures ratio escalated and negatively affected its INPRES Desa Tertinggal (IDT) Program of reducing regional inequality. Electricity appears to have a positive causal effect on test scores. However there are structural limits to how much electricity schools and households can use and this is attributed to the geography of the archipelago. -
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