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Abstract
This paper examines dynamic changes in educational quality and equity
differences in the public school system between Black and other racial groups in post-apartheid
South Africa, using the ratio of learners to educators in each school, available
from the School Register of Needs, 1996 and 2000. The analysis incorporates school-and
community-level unobservables and the endogenous movement of learners. This
paper shows that (1) the learner-educator ratios significantly differ between formerly
Black and White primary and secondary schools in 1996 and 2000, and (2) in the
adjustment of educators in response to changes in the number of learners in this period,
there are significant differences between formerly Black and non-Black (White,
Coloured, and Indian) primary schools. The opportunities for education in public schools
are still unequal between Black and White children, even after apartheid. Given that
school quality affects returns to schooling and earning opportunities in labor markets, the
inequality causes income inequality between Black and White. The empirical result calls
for stronger policy intervention to support Black schools and children in South Africa.