Secondary School Attendance Research Articles

Gritty Philadelphia: Orientation to local ideology as a predictor of sound change

Abstract Local orientation has been shown to influence speakers’ participation in local dialect norms and ongoing sound changes since the beginning of modern sociolinguistics (e.g., Labov, 1963). I argue here that local orientation is best understood as an orientation to the ideological imagined place, rather than to the actual physical hometown itself. Analysis of the effect of orientation to the imagined Philadelphia shows that speakers’ personal orientation impacts their adoption of an ongoing change. This change is best understood when orientation is considered alongside a major structural influence on young speakers—secondary school attendance—using a bipartite network analysis. The sound change under investigation, a change in the conditioning of a split in /æ/, is highly abstract and complex, making it an unlikely candidate for overt or intentional identity work. Nevertheless, a regression analysis finds strong effects of both structural influences and personal orientation on speakers’ advancement in this abstract change.

The European Union Settlement Scheme Data Linkage Project in Wales: Findings relating to mental health and education

Objective Following the UK’s exit from the European Union (EU) a settlement scheme was introduced for EU nationals currently living in the UK to apply to continue living in the UK. The European Union (EU) Settlement Scheme project compares the living experiences of EU and UK citizens in Wales. ApproachWe conducted a retrospective population cohort study within the Secure Anonymised information Linkage (SAIL) Databank to explore the mental health, educational experiences and involvement in the Welsh labour market of EU citizens living in Wales in comparison to British citizens. UK Census data relating to country of birth, sex, week of birth, date of arrival in the UK and socio-economic status have been linked to variables of relevance in the Education for Wales and Welsh General Practice datasets respectively and analysed. ResultsFindings indicate statistically significant differences in secondary school attendance and attainment between Welsh born pupils and pupils born in EU countries. We will present findings on our exploration if differences exist between Welsh born and EU country born individuals in relation to diagnosis of depression and anxiety. Additional findings from this linking and analysis reveal other interesting differences between EU and UK born citizens. ConclusionsLinking data in this way has gained a better understanding of the experiences and outcomes of EU citizens in Wales, generating better evidence to inform policies and services that address the needs of this population and a dataset of interest to academics. Reproduceable analytical pipelines have been created for other researchers to use.

Post-traumatic stress disorder symptoms among internally displaced persons: unveiling the impact of the war of Tigray

IntroductionDue to the war in Tigray, 2.1 million people (31% of the total population) were internally displaced. Epidemiological evidence shows that the burden of mental health is higher in war/conflict and post-conflict areas of the world compared to non-conflict places, especially for those who have experienced targeted ethnic violence as a result of civil and political unrest. Post-traumatic stress disorder is one of the common psychiatric disorders experienced during war. Thus, this study aimed to assess the level and aggravating factors of PTSD during the war in Tigray.MethodsA community-based cross-sectional study was conducted among 2132 IDP family heads in Tigray from August 6–30, 2021. Study participants were recruited using a multi-stage sampling technique. Data were collected using a pretested structured questionnaire through face-to-face interviews. The PCL-C checklist, derived from DSM-IV criteria, was used to assess the magnitude of post-traumatic stress disorder. The entered data were exported to the SPSS version 26 statistical package for analysis. Summary statistics were computed, and logistic regression analysis was used to investigate factors associated with developing PTSD.ResultsA total of 2071 IDPs were surveyed with a response rate of 99.7%. The survey revealed that the level of PTSD among community-hosted IDPs was 57.7%; 95% CI 55.5%-59.8%. Older age (> 50) (AOR 3.1, 95% CI 1.497–6.421), primary and secondary school attendance (AOR 2.1, 95% CI 1.344–3.279; and 1.697, 95% CI 1.067–2.7) respectively, internally displaced persons with a family size of > 6 members (AOR 1.821, 95% CI 1.124–2.95), disability due to the war (AOR 1.702, 95% CI 1.077–2.69), and loss of contact with family members (AOR 1.472, 95% CI 1.032–2.099) were significantly associated with PTSD.ConclusionThe overall level of PTSD among cIDPs was found to be high (57.7%). Almost every other IDP developed this serious mental health syndrome. Immediate psycho-social health intervention is needed by local and international organizations in collaboration with governmental and non-governmental institutions based on the study's findings.

Oil boom, rent sharing, job prospects and human capital investment: Evidence from Chad

A large body of literature shows that the drop in educational attainment resulting from the resource boom is one of the major drivers of the so-called resource curse. This paper explores how upstream actions can avoid this resource curse and promote human capital development at the local level. Specifically, I examine how a rent-sharing model and the employment opportunities induced by an oil boom for native populations affect secondary education decisions in Chad’s oil region. Using a synthetic control method, I find that these measures increased secondary school attendance in the region. Similar results were obtained using a difference-in-differences approach. In terms of mechanisms, the results show that labor market opportunities and regulations were more effective in promoting investment in education than the rent-sharing model. Finally, I note that these measures reduced dropouts rather than increasing attendance at all levels.

Effect of Banditry on School Attendance Among Students in Sakaba Local Government Area, Kebbi State, Nigeria

This research work studied the Effect of Banditry on School Attendance among Students in Sakaba Local Government Area of Kebbi State, Nigeria. This study used a mixed method. This is a case study and the population of the study comprised 5434 students, 60 teachers and 2717 parents. The sampling techniques used were purposive sampling for the selection of schools, systematic sampling for the selection of parents and convenient sampling for the selection of teachers. Two instruments for data collection were used; Focus Group Discussions (FGD) and a Questionnaire. The validity of the instruments was determined by experts in the field of measurement and evaluation while a reliability index of 0.76 for the Questionnaire was arrived at after conducting a test re test. The reliability of the Qualitative instrument was determined through administration on a wide range of participants outside the study area. Analysis was done using Statistical Package for Social Sciences (SPSS) version 20 and percentages. The findings were presented in the form of tables, figures and analytical descriptions using themes and sub-themes. The study revealed the problems faced and the effects of Banditry on Secondary School attendance such as: the feeling of fear and anxiety, trauma and psychological impact, disruption of daily school routines and extra-curricular activities, lack of safety measures, displacement and destruction of infrastructure and economic impact among others. The study recommended that to ensure safety, security and safe learning environment, parents and guardians should be engaged in discussion on safety measures.

A Survey of Universal Basic Income Experiments

Abstract Interest in universal basic income has risen recently as an alternative to existing exchequer-sourced social security methods, such as conditional cash transfers. This article presents a survey of multiple experiments investigating the impact of basic income cash transfers on recipients while presenting a meta-analysis of the results across nine categories. Many findings indicate successful outcomes across financial security, health, and educational dimensions. Children were amongst the strongest beneficiaries of the trials and observed a 4.5 % reduction in obesity, a 19.5 % increase in their normal weight-for-age, a 30 % increase in female secondary school attendance, and an increase in the educational attainment of one year in response to the cash transfers.

Modeling COVID-19 infection dynamics and mitigation strategies for in-person K-6 instruction.

U.S. school closures due to the coronavirus disease 2019 (COVID-19) pandemic led to extended periods of remote learning and social and economic impact on families. Uncertainty about virus dynamics made it difficult for school districts to develop mitigation plans that all stakeholders consider to be safe. We developed an agent-based model of infection dynamics and preventive mitigation designed as a conceptual tool to give school districts basic insights into their options, and to provide optimal flexibility and computational ease as COVID-19 science rapidly evolved early in the pandemic. Elements included distancing, health behaviors, surveillance and symptomatic testing, daily symptom and exposure screening, quarantine policies, and vaccination. Model elements were designed to be updated as the pandemic and scientific knowledge evolve. An online interface enables school districts and their implementation partners to explore the effects of interventions on outcomes of interest to states and localities, under a variety of plausible epidemiological and policy assumptions. The model shows infection dynamics that school districts should consider. For example, under default assumptions, secondary infection rates and school attendance are substantially affected by surveillance testing protocols, vaccination rates, class sizes, and effectiveness of safety education. Our model helps policymakers consider how mitigation options and the dynamics of school infection risks affect outcomes of interest. The model was designed in a period of considerable uncertainty and rapidly evolving science. It had practical use early in the pandemic to surface dynamics for school districts and to enable manipulation of parameters as well as rapid update in response to changes in epidemiological conditions and scientific information about COVID-19 transmission dynamics, testing and vaccination resources, and reliability of mitigation strategies.

Height, wealth, and schooling outcomes in young women from lower- and middle-income countries.

This study evaluates a large (N > 366,000) sample of young women (15-18 years) from 64 lower- and middle-income countries for associations between height, household wealth, and schooling outcomes, with a focus on secondary school attendance. A pooled sample and regional samples (Latin America, South/Southeast Asia, East Africa, and West Africa) are evaluated. A dual purpose is to evaluate both associations between height and schooling, and potential height-wealth interactions such that height associations to schooling vary over levels of wealth. Ordered probit analysis indicates positive marginal probabilities from height on secondary school attendance in all samples, with diminishing probabilities in the Latin America and South/SE Asia samples, and flat/increasing probabilities in the African samples. For South/SE Asia and taller women in Latin America, height associations are stronger at lower household wealth. For both African samples and shorter women in Latin America, height associations are stronger at higher wealth. The findings suggest that the height-schooling relationship may derive from the influence from early-life health, and may also be affected by differences in health and education environments as suggested by variations across regions and height-wealth interactions within regions.

Psychosocial wellbeing of Berlin school children during the COVID-19 pandemic, June 2020-March 2021

Abstract Background The COVID-19 pandemic and related restrictions have affected the wellbeing of school children worldwide. Specific problems evolving during the pandemic, their extent and duration haveńt been sufficiently explored yet. We aimed at describing school childreńs psychosocial and behavioral parameters and associated factors during the COVID-19 pandemic in Berlin, Germany. Methods Our longitudinal study included students from 24 randomly selected Berlin primary and secondary schools, assessing psychosocial wellbeing and behaviors at four time points between June 2020 and March 2021. We analyzed temporal changes in the proportions of anxiety, fear of infection, reduced health-related quality of life (HRQoL), physical activity and social contacts, as well as sociodemographic and economic factors associated with anxiety, fear of infection and HRQoL. Results Of initially 384 recruited students, 324 still participated in the fourth study round after nine months. During the observation period, presence of anxiety symptoms increased from 26.2% (96/367) to 34.6% (62/179), and fear of infection from 28.6% (108/377) to 40.6% (73/180). The proportion of children with limited social contacts (<1/week) increased from 16.4% (61/373) to 23.5% (42/179). Low physical activity (<3 times sports/week) was consistent over time. Low HRQoL was observed among 44% (77/174). Factors associated with anxiety were female sex, increasing age, secondary school attendance, lower household income, and presence of adults with anxiety symptoms in the student's household. Fear of infection and low HRQoL were associated with anxiety. Conclusions A substantial proportion of school children experienced unfavorable psychosocial conditions during the COVID-19 pandemic in 2020/2021. In particular, students from households with limited social and financial resilience require special attention. Key messages

Anaemia, anthropometric undernutrition and associated factors among mothers with children younger than 2years of age in the rural Daledistrict, southernEthiopia: A community-based study.

Mothers in resource‐poor settings are affected by different forms of undernutrition. However, the nutritional status of mothers in rural areas, particularly after delivery, is not well documented. This study assessed haemoglobin levels and body mass index (BMI) of mothers with children below 2 years of age in a rural district of southern Ethiopia. Factors associated with low haemoglobin levels and low BMI were analysed. A community‐based cross‐sectional study was conducted among 931 mother‐child pairs. Structured and standard questionnaires were used to collect data on background information, 24 h dietary recalls, and household food insecurity. Anthropometric and haemoglobin level assessments were performed. Anaemia was defined as haemoglobin levels below 12.0 g/dl, and anthropometric undernutrition was defined as a BMI <18.5 kg/m2. Multilevel linear regression was used to determine associations. Out of 931 mothers, 12.8% were anaemic and 12.6% had a BMI <18.5 kg/m2. The prevalence of minimum dietary diversity was 37.8%. The majority (78.5%) of the households were food insecure. Weight (β 0.02; 95% CI: 0.003−0.03), dietary diversity (β 0.08; 95% CI: 0.03−0.12) and secondary school attendance (β 0.34; 95% CI: 0.08−0.59) were associated with the mothers' haemoglobin level. Dietary diversity (β 0.08; 95% CI: 0.01−0.16) and household's wealth (β 0.6; 95% CI: 0.27−0.94) were associated with the mothers' BMI. Findings suggest that education and community‐based nutrition interventions must be strengthened to ensure household food security. Implementation of the national food‐based strategies should be considered, to improve the dietary diversity and nutritional status of mothers.

Psychosocial Wellbeing of Schoolchildren during the COVID-19 Pandemic in Berlin, Germany, June 2020 to March 2021.

The COVID-19 pandemic and related restrictions have affected the wellbeing of schoolchildren worldwide, but the extent and duration of specific problems are still not completely understood. We aimed to describe students’ psychosocial and behavioral parameters and associated factors during the COVID-19 pandemic in Berlin, Germany. Our longitudinal study included 384 students from 24 randomly selected Berlin primary and secondary schools, assessing psychosocial wellbeing at four time points between June 2020 and March 2021. We analyzed temporal changes in the proportions of anxiety, fear of infection, reduced health-related quality of life (HRQoL), physical activity and social contacts, as well as sociodemographic and economic factors associated with anxiety, fear of infection and HRQoL. During the observation period, the presence of anxiety symptoms increased from 26.2% (96/367) to 34.6% (62/179), and fear of infection from 28.6% (108/377) to 40.6% (73/180). The proportion of children with limited social contacts (<1/week) increased from 16.4% (61/373) to 23.5% (42/179). Low physical activity (<3 times sports/week) was consistent over time. Low HRQoL was observed among 44% (77/174) of children. Factors associated with anxiety were female sex, increasing age, secondary school attendance, lower household income, and the presence of adults with anxiety symptoms in the student´s household. Fear of infection and low HRQoL were associated with anxiety. A substantial proportion of schoolchildren experienced unfavorable psychosocial conditions during the COVID-19 pandemic in 2020/2021. Students from households with limited social and financial resilience require special attention.

Understanding factors associated with attending secondary school in Tanzania using household survey data.

BackgroundSustainable Development Goal (SDG) 4 aims to ensure inclusive and equitable access for all by 2030, leaving no one behind. One indicator selected to measure progress towards achievement is the participation rate of youth in education (SDG 4.3.1). Here we aim to understand drivers of school attendance using one country in East Africa as an example.MethodsNationally representative household survey data (2015–16 Tanzania Demographic and Health Survey) were used to explore individual, household and contextual factors associated with secondary school attendance in Tanzania. These included, age, head of household’s levels of education, gender, household wealth index and total number of children under five. Contextual factors such as average pupil to qualified teacher ratio and geographic access to school were also tested at cluster level. A two-level random intercept logistic regression model was used in exploring association of these factors with attendance in a multi-level framework.ResultsAge of household head, educational attainments of either of the head of the household or parent, child characteristics such as gender, were important predictors of secondary school attendance. Being in a richer household and with fewer siblings of lower age (under the age of 5) were associated with increased odds of attendance (OR = 0.91, CI 95%: 0.86; 0.96). Contextual factors were less likely to be associated with secondary school attendance.ConclusionsIndividual and household level factors are likely to impact secondary school attendance rates more compared to contextual factors, suggesting an increased focus of interventions at these levels is needed. Future studies should explore the impact of interventions targeting these levels. Policies should ideally promote gender equality in accessing secondary school as well as support those families where the dependency ratio is high. Strategies to reduce poverty will also increase the likelihood of attending school.

Predictors of Medical Students' Views toward Research: Insights from a Cross-Cultural Study among Portuguese-Speaking Countries.

Developing the skills and interest in scientific research of medical students is crucial to ensuring effective healthcare systems. As such, in this study, we aimed to assess Portuguese-speaking medical students’ attitudes and perceptions toward scientific research and clinical practice, and how they are influenced by individual characteristics and regional indicators. A total of 455 first-year students from three medical schools in three countries (Portugal, Brazil, and Angola) participated in this study by completing a questionnaire. Portuguese students attributed the most importance to scientific skills and were the most confident in their ability to perform these skills. Angolan students were the most motivated to perform research and integrate it into the curriculum, despite having the most negative attitudes and perceiving themselves as having less ability to perform scientific skills. Brazilian students had the least positive attitudes toward science. In Portugal, attitudes depended on gross domestic product (GDP), while in Angola, they were influenced by the type of secondary school attendance. Portuguese students’ perceptions of scientific skills were related to sex, GDP, type of secondary school, and participation in research. In Brazilian and Angolan students, perceptions were associated with age and research participation, respectively. The findings support the need to promote skills and positive attitudes toward scientific research in future physicians, fostering physician-scientists and improving patient care.

Mapping out-of-school adolescents and youths in low- and middle-income countries

Education is a human right and a driver of development, but, is still not accessible for a vast number of adolescents and school-age-youths. Out-of-school adolescents and youth rates (SDG 4.3.1) in lower and middle-income countries have been at a virtual halt for almost a decade. Thus, there is an increasing need to understand geographic variation on accessibility and school attendance to aid in reducing inequalities in education. Here, the aim was to estimate physical accessibility and secondary school non-attendance amongst adolescents and school-age youths in Tanzania, Cambodia, and the Dominican Republic. Community cluster survey data were triangulated with the spatial location of secondary schools, non-proprietary geospatial data and fine-scale population maps to estimate accessibility to all levels of secondary school education and the number of out-of-school. School attendance rates for the three countries were derived from nationally representative household survey data, and a Bayesian model-based geostatistical framework was used to estimate school attendance at high resolution. Results show a sub-national variation in accessibility and secondary school attendance rates for the three countries considered. Attendance was associated with distance to the nearest school (R2 > 70%). These findings suggest increasing the number of secondary schools could reduce the long-distance commuted to school in low-income and middle-income countries. Future work could extend these findings to fine-scale optimisation models for school location, intervention planning, and understanding barriers associated with secondary school non-attendance at the household level.

The impact of attending an independent upper secondary school: Evidence from Sweden using school ranking data

Since the 1990s, the Swedish education market has gone through a dramatic transformation due to the introduction of voucher-funded independent schools. We make use of data on school applications to condition on student preferences for independent versus public education, and estimate a positive relationship between independent upper secondary school attendance and grades, graduation rates, and post-secondary education. We however also find strong indications of more lenient grading standards in independent schools, especially in schools organized as for-profit entities and in schools with a low share of qualified teachers. Our results suggest that, although independent school attendance seems to benefit the individual students in terms of higher grades and increased transition to post-secondary studies, grade inflation in the Swedish upper secondary independent schools may be a serious problem.

Knowledge, beliefs and practices regarding prevention of bacterial meningitis in Burkina Faso, 5 years after MenAfriVac mass campaigns.

BackgroundTo adapt communications concerning vaccine prevention, we studied knowledge, beliefs and practices around meningitis risk and prevention in a young adult population in Burkina Faso in 2016, 5 years after the MenAfriVac® mass campaign and one year before the vaccine’s inclusion in the infant immunization schedule.MethodsIn a representative sample of the population aged 15 to 33 years (N = 220) in Bobo-Dioulasso, Burkina Faso, study nurses administered a standardized paper questionnaire consisting of predominantly open questions, collecting information on meningitis risk factors and prevention, and on exposure to dry air and kitchen fire smoke. We identified themes and analyzed their frequency. We created a meningitis knowledge score (range 0 to 4) based on pre-defined best responses and analyzed the determinants of knowledge score levels ≥2 (basic score) and ≥3 (high score) using multivariate logistic regression.ResultsBiomedically supported facts and good practices were known by the majority of participants (eg vaccine prevention, 84.5%). Younger women aged 15–20 years had a higher frequency of low scores <2 (17.0%) compared to older women aged 21–33 years (6.3%) and men of both age groups (3.8%). Junior secondary School attendance explained the differences between the two groups of women, the gender gap for the older, but not the young women, and explained score differences among young women. Local understandings and practices for risk and prevention were commonly reported and used (risk from unripe mango consumption and prevention through nasal application of shea nut butter).DiscussionThis study shows a gender gap in knowledge of meningitis risk and prevention, largely due to education-level inequalities. Women below 21 years had particularly low levels of knowledge and may need interventions outside schools and perinatal care. Our study suggests a strong adherence to local understandings of and practices around meningitis risk and prevention, which should be taken into account by vaccination promotion.

Factors Associated With Receipt of Meningococcal B Vaccine Among United States Adolescents, National Immunization Survey-Teen, 2017–2018

PurposeIn this study, we evaluated factors associated with receipt of meningococcal serogroup B (MenB) vaccine among adolescents in the United States. MethodsWe used public use data files from the National Immunization Survey-Teen from 2017 to 2018. Logistic regression was used to model associations among sociodemographic, healthcare, and vaccination variables of interest and MenB vaccine receipt (≥1 vs. 0 dose). To explore associations between state-level meningococcal vaccination requirements and MenB vaccine uptake, we performed a secondary analysis stratified by presence of a quadrivalent meningococcal (MenACWY) vaccination requirement for secondary school attendance in the adolescent’s state of residence (no requirement vs. a one- or two-dose requirement). ResultsAmong 7,288 adolescents, MenB vaccine receipt was significantly associated with up-to-date human papillomavirus (adjusted odds ratio [aOR] 1.74, 95% confidence interval [CI] 1.29–2.35) and MenACWY (aOR 5.81, 95% CI 4.14–8.13) vaccination status in multivariable analysis. Adolescents with private insurance were less likely to be vaccinated (aOR .61, 95% CI .46–.79) compared to adolescents with other health insurance types. In secondary analyses, health insurance was no longer significantly associated with MenB vaccine uptake among adolescents in states with a MenACWY requirement. ConclusionsWe found that MenB vaccination is associated with receipt of other vaccines recommended for use in adolescents. Adolescents with private health insurance were less likely to be vaccinated against MenB, although state MenACWY requirements appeared to modify the effect of insurance on MenB vaccine receipt. Further work to understand how these factors may influence delivery and acceptance of MenB vaccine can inform interventions and strategies to improve uptake.

Trait-specific testing of the equal environment assumption: The case of school grades and upper secondary school attendance

Objective: This paper tests the equal environment assumption for school grades and upper secondary school attendance and describes the conditions under which violations are problematic.&#x0D; Background: A growing number of sociologists use twin-based research designs, particularly the Classical Twin Design (CTD), to differentiate between genetic and social causes of social inequalities. One key assumption of CTD is that environmental influences are shared by monozygotic and dizygotic twins to the same extent; called the equal environment assumption (EEA). This assumption is frequently contested and the target of concern, because violation can result in an overestimation of heritability and an underestimation of the role of the social environment.&#x0D; Method: Using data from the first wave of the German TwinLife study, the paper illustrates two approaches to test EEA for school grades and enrolment in upper secondary school (Gymnasium). The analysis is based on a sample of twins (N = 1,576) aged ten to twelve years.&#x0D; Results: The results show that the approaches are able to detect violations of EEA (though in different ways), depending on the environmental variables that might causally be involved in trait variance. Only in one case was a violation was observed; it had no effect on heritability estimates.&#x0D; Conclusion: While EEA holds for school grades, violations do not automatically invalidate CTD in case of upper secondary school attendance.

Examining determinants of gender attitudes: evidence among Tanzanian adolescents

BackgroundThe shaping of gender beliefs and attitudes in early adolescence affects the way young people internalize and self-enforce prevalent notions of masculinity and femininity, with lifelong consequences for sexual and reproductive health. This cross-sectional study examines determinants of gender attitudes among some of the poorest and most vulnerable adolescents in Tanzania using an ecological model.MethodsData come from baseline interviews with 2458 males and females aged 14–19 years conducted as part of a larger impact evaluation. Structural equation models are used to examine how factors at the community-, household-, and individual-levels influence gender attitudes in the four domains measured by the Gender Equitable Men (GEM) Scale (i.e. violence, sexual relationships, reproductive health and disease prevention, and domestic chores and daily life).ResultsA structural equation model of the four latent domains of the GEM scale regressed on individual, social-interactional and structural level characteristics indicated that secondary school attendance was associated with more equitable gender attitudes, while females held less equitable attitudes than males in the sample. Having had sexual intercourse was associated with more gender equitable attitudes among females, but the reverse was true among males.ConclusionsAddressing gender inequity requires understanding gender socialisation at the socio-interactional level. As females had more inequitable gender attitudes than males in the study, a special emphasis on highlighting the rights of women to girls should be considered. This study will inform future analysis of programme impacts on gender attitudes and sexual and reproductive health.

Factors Affecting School Attendance and Implications for Student Achievement by Gender in Nepal

ABSTRACT Gender–sensitive secondary school attendance and achievement data in developing countries is limited. We conduct an original survey of 8th, 9th and 10th grade students in urban and rural Nepal. We examine factors affecting attendance rates and document associations across genders. For both genders, we find higher attendance in urban compared with rural areas, with home ownership (a proxy for wealth), and with fines for absence from school; conversely, we find lower attendance with more students per school computer. For girls, we find lower attendance with age (at an increasing rate) and higher attendance for those with younger siblings. For boys, important factors include higher attendance with number of cars in the family (related to wealth and transportation), with time spent studying and with having an educated mother; boys have lower attendance with more siblings and the number of motorcycles. We link attendance to test scores and find evidence supporting a positive relationship, confirming linkages from attendance to human capital and capabilities. Finally, we provide qualitative evidence from a complementary focus group on cultural attitudes and practices. Our results point to specific gender–neutral and gender sensitive factors for making progress towards providing all children quality education in Nepal.