Deon Filmer

TL;DR: The authors analyzed the relationship between whether a young person has a disability, the poverty status of their household, and their school participation using 11 household surveys from nine developing countries and found that youth with disabilities are almost always substantially less likely to start school, and in some countries have lower transition rates resulting in lower schooling attainment.

TL;DR: The authors examines how strategies to strengthen accountability relationships in school systems have affected schooling outcomes and provides a succinct review of the rationale and impact evidence for three key lines of reform: policies that use the power of information to strengthen the ability of students and their parents to hold providers accountable for results; policies that promote schools' autonomy to make key decisions and control resources; and teacher incentives reforms that specifically aim at making teachers more accountable for performance.

TL;DR: In this paper, the authors identify specific areas where government intervention can reduce those obstacles to productivity for households and firms, leading to brighter employment prospects for youth, their parents, and their own children.

TL;DR: Filmer, Deon as discussed by the authors, Learning to realize education's promise,Proceeding,SeoulKDI School of Public Policy and Management,45 June 2018, Korea.

TL;DR: This article analyzed the relationship between orphan status, household wealth, and child school enrollment using data collected in the 1990s from 28 countries in Sub-Saharan Africa, Latin America, the Caribbean, and one country in Southeast Asia.