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ess to health centers. The two-stage results are not robust. We find a significant and positive impact under specifications 1 and 2, but the coefficient becomes insignificant under specification 3 (see Table 11).

 

Tables 12 and 13 evaluate the effect of remittances on the prevalence of diarrhea and respiratory diseases in children aged 5 or less. In either case, we find no significant effects.

 

Table 14 shows the effect of remittances on school enrollment. Ordinary least squares (OLS) estimates show that the amount of remittances has a small but significant association with school enrollment. Through the three specifications, the coefficient is significant and positive. The reduced-form estimates show no robust results, being significant and positive under specifications 1 and 2, but becoming insignificant under specification 3. Finally, the two-stage estimates, which report the local average treatment effect, show no robust estimates. The coefficient is significant under specification 1, but not significant under specifications 2 and 3. In sum, we find no significant effects of remittances on school enrollment, despite the fact that we find a positive result on education expenditures.

 

c) What do they do with the money?

 

Although we find significant and positive effects on education and health expenditures, we have not found significant effects on outcome variables of human development. The main question that arises is how this increase in expenditure is used. In the case of education we explore the possibility of transferring children from public to private schools. In fact, we find that remittances increase the probability of attending private schools. Table 15 shows that increasing the amount of remittances by US$10 increases the probability of attending private schools by 6%. Migrating from public to private school could have a positive effect on students’ cognitive achievement. However, comparison of test score results for private and public schools reveals no strong differences. Table 16 shows the results of cognitive tests for the third, seventh and tenth grades in both language and mathematics. In general, Ecuador has a serious problem related to students’ cognitive achievements. Out of 20 possible points, a mark of at least 13 was required to pass on to the next level. On average, a majority of students fail each school grade. Although differences do exist between private and public schools, the performance of private schools, while better than that of public schools, is still insufficient to pass the grade.

 

In the case of health, however, we find no significant effects of remittances on the probability of having private health insurance, nor on the probability of using private health centers when sick (Tables 17 and 18). However, we do find significant and positive differences in the buying of medicines (Table 19). In Ecuador, during 2006, those who became ill and received some treatment in public health centers had t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。