Abstract
This paper contributes to the literature on the determinants of the expansion of mass schooling and the long-term legacy of educational institutions. Based on a new provincial-level dataset for Italy in the period 1861–1911, we argue that different models of schooling provision adopted by the different pre-unification polities influenced primary-education organizations across macro-regions up to WWI. As a result, school access and the capability to generate literacy given current rates of enrollment differed substantially, with the Northern regions aiming to increase schooling for all, while the Center and the South implemented a more elitist model.
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