The Non-Democratic Roots of Mass Education: Evidence from 200 Years
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ID: 288475
2021
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Abstract
Because primary education is often conceptualized as a pro-poor redistributive policy, a common argument is that democratization increases its provision. But primary education can also serve the goals of autocrats, including redistribution, promoting loyalty, nation-building, and/or industrialization. To examine the relationship between democratization and education provision empirically, I leverage new datasets covering 109 countries and 200 years. Difference-in-differences and interrupted time series estimates find that, on average, democratization had no or little impact on primary school enrollment rates. When unpacking this average null result, I find that, consistent with median voter theories, democratization can lead to an expansion of primary schooling, but the key condition under which it does—when a majority lacked access to primary schooling before democratization—rarely holds. Around the world, state-controlled primary schooling emerged a century before democratization, and in three-fourths of countries that democratized, a majority already had access to primary education before democratization.
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persistent_1761421049_68fd26f92a067
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| Authors | AGUSTINA S. PAGLAYAN |
| Journal | ADVANCES IN ARCHAEOLOGICAL PRACTICE |
| Year | 2021 |
| DOI |
10.1017/S0003055420000647
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| URL | |
| Keywords | Keywords not found |
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