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The non-democratic roots of mass education: Evidence from 200 years

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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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APA

Paglayan, A. S. (2020). The non-democratic roots of mass education: Evidence from 200 years. American Political Science Review. Cambridge University Press. https://doi.org/10.1017/S0003055420000647

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