1820 to 2010 data assesses the impact of democratization on primary school enrollment rates using difference-in-differences and interrupted time series models. The project, by Agustina Paglayan, finds little evidence that democratization led to expansion of primary schooling on average. It unpacks this null effect by exploring conditions and provides qualitative evidence from six historical non-democratic regimes.
Use Cases
- Analyzing the relationship between democratization and education expansion based on enrollment rates from 1820 to 2010.
- Testing hypotheses about primary education provision under non-democratic regimes based on the four common arguments surveyed.
- Conducting comparative historical case studies based on qualitative evidence from Prussia, France, Chile, Argentina, USSR, and China.
- Estimating interrupted time series models of policy impacts based on the longitudinal enrollment data.
Strengths
- Data spans nearly two centuries (1820 to 2010), providing a long-term historical perspective.
- Analysis includes both quantitative models and qualitative evidence from six specific historical cases.
- Project is part of the Annotation for Transparent Inquiry (ATI) framework, linking data directly to a published article.
Limitations
- Column-level documentation is absent; field semantics must be inferred after download.
- Row count is unknown, which may limit suitability assessment.
- Data may reflect geographic bias inherent to the selected case studies (Prussia, France, Chile, Argentina, USSR, China).
Provenance
- Source
- QDR Harvested Dataverse
- Collection Method
- Quantitative data analysis combined with gathering of primary and secondary sources (speech transcripts, laws, reports, etc.) for qualitative evidence.
- Time Range
- 1820 to 2010
- Freshness
- Last updated 2025-10-20 19:59:00; freshness should be verified.
- Geography
- Cross-national, with detailed qualitative evidence from Prussia, France, Chile, Argentina, USSR, and China.