Corruption and Educational Outcomes: Two Steps Forward, One Step Back

dc.creator	FRANCIS L. HUANG
dc.date	2008-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:12Z
dc.date.available	2015-08-12T11:21:12Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/9051f6df05514e478ae7198298fa74a3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28795
dc.description	Corruption is a problem that continues to plague developed and developing countries worldwide. Previous studies have explored the negative implications of corruption on several aspects of human development, but, despite its serious and long-lasting consequences, the impact of corruption on educational outcomes has started to receive attention only in recent years. This study empirically investigates the relationship between corruption and educational outcomes, using a sample of 50 countries. Study findings show that corruption is negatively associated with educational outcomes, after controlling for other variables, and suggest that continued efforts be made to control corruption.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/issue/view/23
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 3, Iss 9 (2008)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Corruption and Educational Outcomes: Two Steps Forward, One Step Back
dc.type	article