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dc.contributor.advisorToppe, Chrisen
dc.creatoren
dc.date.accessioned2013-06-11T17:39:15Zen
dc.date.available2013-06-11T17:39:15Zen
dc.date.created2013en
dc.date.issueden
dc.date.submitted01/01/2013en
dc.identifier.otherAPT-BAG: georgetown.edu.10822_558641.tar;APT-ETAG: 1c7585da5fbba97a5aeb0d7ea288ad3b; APT-DATE: 2017-02-14_17:13:03en
dc.identifier.urien
dc.descriptionM.P.P.en
dc.description.abstractThis study uses econometric analysis to examine the relationship between household electrification and educational outcomes in rural India. Using the Annual Status of Education Report (ASER) from 2009-2011, this study finds that students whose households are electrified are more likely to complete grade-appropriate tests successfully as compared to their counterparts whose households are not electrified. The findings, which are consistent with prior research on this topic, suggest that additional investment in India's energy sector can yield improved educational outcomes.en
dc.formatPDFen
dc.format.extent50 leavesen
dc.languageenen
dc.publisherGeorgetown Universityen
dc.sourceGeorgetown University-Graduate School of Arts & Sciencesen
dc.sourcePublic Policy & Policy Managementen
dc.subject.lcshEducationen
dc.subject.otherEducationen
dc.titleWHEN THE LIGHTS GO ON: HOUSEHOLD ELECTRIFICATION AND EDUCATIONAL OUTCOMES IN RURAL INDIAen
dc.typethesisen


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