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Although reproductive health advocates consider family planning programs the intervention of choice to reduce fertility, there remains a great deal of skepticism among economists as to their effectiveness, despite little rigorous evidence to support either position. This study explores the effects of family planning in Ethiopia using a novel set of instruments to control for potential non-random program placement. The instruments are based on ordinal rankings of area characteristics, motivated by competition between areas for resources. Access to family planning is found to reduce completed fertility by more than one child among women without education. No effect is found among women with some formal schooling, suggesting that family planning and formal education act as substitutes, at least in this low-income, low-growth setting. This provides support to the notion that increasing access to family planning can provide an important, complementary entry point to kick-start the process of fertility reduction.

Adolescent Health --- Family planning programs --- Fertility reduction --- Formal schooling --- Health Monitoring & Evaluation --- Health, Nutrition and Population --- Low-growth setting --- Non-random program placement --- Population Policies --- Poverty Reduction --- Reproductive Health --- Rural Development Knowledge & Information Systems

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The authors report on a survey of primary public and private schools in rural Pakistan with a focus on student achievement as measured through test scores. Absolute learning is low compared with curricular standards and international norms. Tested at the end of the third grade, a bare majority had mastered the K-I mathematics curriculum and 31 percent could correctly form a sentence with the word "school" in the vernacular (Urdu). As in high-income countries, bivariate comparisons show that higher learning is associated with household wealth and parental literacy. In sharp contrast to high-income countries, these gaps decrease dramatically in a multivariate regression once differences between children in the same school are looked at. Consequently, the largest gaps are between schools. The gap in English test scores between government and private schools, for instance, is 12 times the gap between children from rich and poor families. To contextualize these results within a broader South Asian context, the authors use data from public schools in the state of Uttar Pradesh in India. Levels of learning and the structure of the educational gaps are similar in the two samples. As in Pakistan, absolute learning is low and the largest gaps are between schools: the gap between good and bad government schools, for instance, is 5 times the gap between children with literate and illiterate mothers.

Adult Literacy --- Adult Literacy Rate --- Children --- Curriculum --- Education --- Education for All --- Effective Schools and Teachers --- Enrollment --- Formal Schooling --- Gender --- Gender and Education --- Girls --- Groups --- Human Development --- Knowledge --- Learning --- Literacy --- Net Enrollment --- Numeracy --- Participation --- Primary Education --- Primary School --- Primary School Completion --- Private Schools --- Public Schools --- Secondary Education --- Student Achievement --- Tertiary Education