Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa / David Lam, Cally Ardington, Nicola Branson, Murray Leibbrandt.

Format:

Book

Author/Creator:

Lam, David.

Contributor:

Ardington, Cally.

Branson, Nicola.

Leibbrandt, Murray.

National Bureau of Economic Research.

Series:

Working Paper Series (National Bureau of Economic Research) no. w19607.

NBER working paper series no. w19607

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2013.

Summary:

This paper analyzes the impact of high school household income and scholastic ability on post-secondary enrollment in South Africa. Using longitudinal data from the Cape Area Panel Study (CAPS), we analyze the large racial gaps in the proportion of high school graduates who enroll in university and other forms of post-secondary education. Our results indicate that family background and high school achievement (measured by a literacy and numeracy exam and performance on the grade 12 matriculation exam) are strong predictors of post-secondary enrollment and statistically account for all of the black-white difference in enrollment. Controlling for parental education and baseline scholastic ability reduces the estimated impact of household income on university enrollment, though there continues to be an effect at the top of the income distribution. We also find evidence of credit constraints on non-university forms of post-secondary enrollment. Counterfactual estimates indicate that if all South Africans had the incomes of the richest whites, African university enrollment would increase by 65%, even without changing parental education or high school academic achievement. The racial gap in university enrollment would narrow only slightly, however as our results suggest that this gap in postsecondary enrollment results mainly from the large racial gap in high school academic achievement.

Notes:

November 2013.

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