Kırdar, Murat G.Dayıoğlu, MeltemKoç, İsmet2015-08-172015-08-172015-07https://hdl.handle.net/10986/22461This study examines the effects of the extension of compulsory schooling from 5 to 8 years in Turkey in 1997—which involved substantial investment in school infrastructure—on schooling outcomes and, in particular, on the equality of these outcomes between men and women, and urban and rural residents using the Turkish Demographic and Health Surveys. This policy is peculiar because it also changes the sheepskin effects (signaling effects) of schooling, through its redefinition of the schooling tiers. The policy is also interesting due to its large spillover effects on post-compulsory schooling as well as its remarkable overall effect; for instance, we find that the completed years of schooling by age 17 increases by 1.5 years for rural women. The policy equalizes the educational attainment of urban and rural children substantially. The urban-rural gap in the completed years of schooling at age 17 falls by 0.5 years for men and by 0.7 to 0.8 years for women. However, there is no evidence of a narrowing gender gap with the policy. On the contrary, the gender gap in urban areas in post-compulsory schooling widens.en-USCC BY 3.0 IGOSKILLSCHILD HEALTHFEMALE EDUCATIONSOCIAL NORMSWORKFORCEBASIC EDUCATIONECONOMIC GROWTHFORMAL EDUCATIONTEACHERSSCHOOLINGTUITIONENROLLMENTRURAL WOMENGROUPSPOLICY CHANGECOMPULSORY EDUCATIONLABOR FORCERESOURCE ALLOCATIONDEVELOPING COUNTRIESCLASSROOM RATIORURAL CHILDRENSECONDARY SCHOOL LEVELPOLICY DISCUSSIONSPUBLICATIONSGRADE COMPLETION RATESOCIAL PROGRAMSFUTURE GENERATIONSCOMPLETION RATEPOPULATION SIZEPOPULATION AND DEVELOPMENTPRIMARY SCHOOL GRADUATESKNOWLEDGEEDUCATION DECISIONSLABOR MARKETURBAN MIGRATIONCOMPLETION RATESGENDER GAPRISING DEMANDSCHOOL TIMEEDUCATION POLICIESEDUCATIONAL ATTAINMENTSCHOOL CONSTRUCTIONSECONDARY SCHOOLSBOARDING SCHOOLSSECONDARY SCHOOLMIGRATIONCOMPULSORY SCHOOLINGPRIMARY SCHOOLINGHIGH SCHOOL DIPLOMASTUDENT ACHIEVEMENTMEDICAL CARERELIGIOUS EDUCATIONMARRIAGESCHOOL QUALITYCULTURAL CHANGESCHOOL STUDENTSPRIMARY SCHOOLPLACE OF RESIDENCEMIGRANTSEXISTING CAPACITYFAMILY RESOURCESRESPECTPRIMARY SCHOOLSPROGRESSMARKET ECONOMYSCHOOL YEARINFANTHUMAN CAPITALGENDER GAPSTRANSPORTATIONSTUDENT POPULATIONENROLLMENT RATESPOLICIESSOCIAL SERVICESPOPULATION STUDIESGENDER DIFFERENCESEDUCATION LAWVALUESSCHOOLSSCHOOL ATTENDANCEPARTICIPATIONPOLICY RESEARCH WORKING PAPERCURRICULAACCESSIBILITY OF SCHOOLSMINISTRY OF EDUCATIONENROLLMENT RATEFAMILY INCOMEURBAN AREASSECONDARY SCHOOL DIPLOMASCHOOL SUPPLIESYOUTHDECISION MAKINGNATIONAL EDUCATIONCLASS SIZEGRADE LEVELSSECONDARY SCHOOLINGBULLETINSMALL SCHOOLSSCHOOL YEARSINFANT HEALTHPOLICYSOCIAL WELFARESPILLOVEREDUCATIONAL OUTCOMESRURAL RESIDENTSTEACHER RATIOPARTICIPATION OF WOMENCHILDRENEDUCATIONINVESTMENTSCHOOLING QUALITYRURAL AREASPOPULATIONLABOR SUPPLYGIRLSSTUDENTSRURAL STUDENTSURBAN WOMENTECHNICAL EDUCATIONINTERVENTIONSNET ENROLLMENTPOLICY RESEARCHBOARDINGFERTILITYWOMENFORMAL SCHOOLINGCLASSROOMCLASSROOMSFINANCIAL CONSTRAINTSRURAL GIRLSPREGNANCYPARTICIPATION RATESRURAL RESIDENCESCHOOL AGEDEVELOPMENT POLICYRETURNS TO EDUCATIONWorking PaperWorld Bank10.1596/1813-9450-7377