Abstract
Using multivariate analyses and reading, mathematics and writing scores of children (aged 8–11 years) from a nationally representative sample, we find that children from female headed households either perform better or similar, but never worse than those from male headed households. Also, household fixed effect analysis reveals no gender disparity in academic scores of children belonging to female headed households, a case not true for children from male headed households. We relate this finding to gender parity in educational expenditure on children in female headed households against gender disparity in the same in households headed by males. Based on our findings we also offer some policy suggestions.
Published Version
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