30183 I N s I DE _! \ t - ~~~~~~~~slumi(lltul C;11c('11 11(i %i r O\ tin R\o l l11~ i oOIC on 11 1\\ 11w \\lIlc'Io s PooiJS E~~~~ WOL BANK 11\ I)i.l'Q('(i sil\ (SI( 111 D)ui\idI'. IOveOl.s TNH E W OR L D A N K Nvicl 0ll7('Shi2l w \ Cr x ] n b D11 \II1lala7ion Risk in J JU l L 'L V t SL Core-lItypothesis causality: oil wealth protects forests (trend indicated in target box). - Counter-hypothetical causality: oil wealth eliminates forests (couinteracting trend indicated in target box). Expected to accelerate forest loss anid degradation. Expected to decelerate forest loss and degr-adation. * Ambiguous in effect. Source: Authors' construction. Sveen Wuntder anid Williauot D. Sninderlin 235 forest-eliminating partial effects differs from case to case (dotted lines in figure 1). In addition, there is the macroeconomic Dutch disease effect described already (center- left), causing real currency appreciation and changes in relative prices. At the sectoral level (3) Dutch disease causes traded sectors to decline while non- traded (services, construction) and quasi-nontraded sectors (industry) rise. If timber production and agriculture are fully traded sectors with perfect foreign substitutes, Dutch disease at the land-use level (4) will unambiguously alleviate pressures to log new forest areas and convert forests to agriculture and other traded-sector land uses (such as shrimp farming impacting mangroves)-at least compared with pre- existing sectoral trends. If these extrasectoral effects are dominant in their impact on forests (5), deforestation and forest degradation would also be reversed or at least reduced. Whether the forest-protection effect is proportional to the land-use effect depends on specific parameters, such as the number of species extracted per hectare or the extent to which abandoned agricultural areas convert back into forests. Contrary effects may occur to the extent that logging and agriculture are semi- traded or quasi-nontraded, for example, through import protection of part of the sec- tor. In that case greater urbanization may cause a construction boom with higher domestic timber demand or a beef-and-dairy boom accelerating deforestation for domestic ranching. The partial approach does not produce a bottom-line calculus of whether these contrary effects in net terms reverse the forest-protecting effect. Yet it is a flexible framework for pulling together the patchwork of land-use factors, in spite of incomplete data coverage and variable spatial scenarios. Deforestation and Land-Use Data Although hundreds of deforestation models and analyses have been developed over the past decade, country-level statistics on forests and deforestation tend to be lack- ing or unreliable. The adequacy of FAO forest statistics, the most frequently used source, has been discussed critically elsewhere (Grainger 1996; Matthews 2001; Rudel and Roper 1997). Here, observations concern only the five case study coun- tries. A comparison of forest stock estimates fromn the European Union's T'REES project for the early 199()s with those from FAO (FAO 199 3, 2001) and the World Conserva- tion Union (IUCN) reveals typical stock variations in the 5-1 5 percent range, but the gap can be 30-50 percent for countries with large forest-savannah transition zones, such as Cameroon, or forest fragments in deforested landscape, such as Ecuador (figure 2 and table 1) s Accounting for much of these large disparities are differences in canopy cover criteria, spatial scales of resolution, time scale, and sample coverage (Wunder 2003b:chap. 3). There are no anniual deforestation estimates for any of the case study countries, and it is thus not possible to do a proper testing of time-series relationships. The F,AO 236 The World Bank Research Observer, vol. 19, no. 2 (Fall 2Q04) Figure 2. Differences in r,\o and ItICN Tropical Forest Cover Estimates from TREES Estimates [ IUCN (most estimates from 1980s) * FAO Forest Resources Assessment 1990 (1990 estimate) C FAO Forest Resources Assessment 2000 (1990 baseline) Venezuela Papua New Gulnea Ecuador l l ~~~~~~~~~ ~ ~~~Cameroon|ll l -35 -25 -15 -5 5 15 25 35 45 Difference from TREES estimates 1991-95 (percent) Note: 5R0s: estimates are from maps between 1991 and 1 995. Source: rloREES Mavauxand others 1998); It CN Conseration Atlas figures cited in Mayaux and others 1 1998): rAO 1990) estimates Ieo 1993:table 1J: l'Ao 1990) baseline Ipso 20)01). produces average deforestation estimates for every full decade, but even these tend to be highly problematic for the case study countries. The deforestation figures from Forest Resouirces Assessmletit 2000 (F,\o 2001) for the 1990s are strikingly different from those for the 198()s in Forest Resources Assessmtient 1 990 (FAO 199 3). The differ- ence is explained more by changing methods and assumptions than by measured differences. According to these data, forest cover loss appears to have doubled in the 1990s in Cameroon and decreased by two-thirds in Venezuela and by more than 90 percent in Gabon. Papua New Guinea's annual forest loss remains at 113,000 ha, but Forest Resolurces Assessmlent 2000 retrospectively set deforestation in the previ- ous period (1975-85) to zero, so that the flow estimate would still be compatible with the new forest stock figures. For Venezuela the large reduction in estimated deforestation reflects the changes in methods from a population-based model prediction to a national expert consensus around a much more conservative figure. As explained in the notes to table 1, Forest Resouirces Assessmnmt 2000 deforestation figures are based Sven WAndrl(ler aniid 1W7i7i,ttlli D. Sziniderlini 237 Table 1. Comparing Forest Cover Estimates: FAO'S Forest Resources Assessment (FRA) 2000 and 1990 and Authors' Estimates (thousands of ha unless otherwise noted) I,lol--,. ,,,1990 jorest area betieen USA FRA 2000) I'R 199(0 200() ind FRA 1 99() Auithors best guess Annuaitil Aninuaitil Nuimiiber of Total Annuial deforestation Total Annulal deforestation deforestation forests deJorestation rate Btaseline forests deJorestation rate years Forest c Deforestation Counitrn 2000' 1990-2000 1990-2000(%) 1990' 1 99(1 1980 9(1 1980- 90 (%f,) % (I R 200() over _ I 99q( b 1990s Cameroon 23,858 222' (.9 26.078 20.372 122 0.6 28.0 26 17.000-24,0)00 15()-200 Ecuador 10,(557 137d 1.2 11,927 12,026 238 1.8 -0.9 -1 15,500 >180 (11.500-1 7,000) Gabon 21.862 10e 0.() 21,962 18,265 116 0.6 20.2 370) 20,500-23,000 0 Papua 30,601 1131 0.4 31,731 36,043 113 0.3 -12.0 -38 32,000-37,000 50-70 New Guinea Venezuela 49,506 218g 0.4 51,686 46,052 599 1.2 12.2 26 49,000 250-400 (44,000-49,000) Sou1rce: FAO (1993, 2001): online data at www.fao.org/forestry/fo/country/index.jsp (accessed 31 July 2001); and authors' estimates. aIncluding plantations. bPreferred point estimate or likely range under variable assumptions and definitions. cCameroon, 197 5-99 interpolation and extrapolation. dEcuador, 198 5-92 interpolation and extrapolation. 'Gabon, 1970-99 interpolation and extrapolation. fPapua New Guinea, 19 75-2000 interpolation. gVenezuela, 1985-95 interpolation and extrapolation. on long-term interpolation and extrapolations from other decades, so at best they say something about forest loss in the recent past rather than specifically in the 1990s. If the amount of forest lost in the study countries is unknown, along with how the pace of loss has changed in subperiods, how can the causes of forest loss be estimated? The analysis here employs what FAO calls the "convergence of evidence" method. This involves gathering all available data and using basic math and common sense to deduce what land-use changes are most likely to have occurred. All national esti- mates, subnational trends specified in two global deforestation study databases (Geist and Lambin 2001; unpublished collection of Thomas Rudel) and country sources, and trends in predesignated deforestation "hot spots" were critically examined. For Cameroon, primary data gathered for a CIFOR project were used, providing three- to four-period estimates. Following Houghton and others (1991) and Barbier (2001), cultivated area expansion was also examined as an alternative deforestation indica- tor. Except for the savannah regions of northern Cameroon and the Llanos region in Venezuela, most unoccupied land in the study countries is forested, and by far most forest loss can be attributed to the expansion of agriculture (including livestock). Estimates of deforestation in the 1990s for the five primary case study countries based on this screening of a large number of land-use sources are reported in the last column of table 1. In some cases, estimated ranges were preferred to point estimates. For Cameroon. Ecuador, and Venezuela the estimates fall between those of Forest Resources Assessment 1990 and Forest Resources Assessment 2000; for Gabon and Papua New Guinea the estimates are significantly lower than both FAO figures. Despite the absence of hard data (except for Cameroon), this yielded a rough idea of historical forest trends. This article is limited to simply identifying periods of "high" or "low" forest loss and employing them in the analysis below. (Wunder 200 3b:chaps. 4-9, provides a detailed quantitative assessment of the intricate pic- ture of land-use changes and deforestation in each of the study countries.) The country-specific land-use screening exercises also gave a clear indication of the uses to which converted forestlands were being put. Although agriculture was always the principal alternative land use, the types of land-hungry subsectors dif- fered greatly across the cases. In Ecuador and Venezuela, pastures for cattle ranch- ing were overwhelmingly dominant. In Cameroon, Gabon, and Papua New Guinea, extensive swidden food crop systems were the primary land use. The multitude of export crops grown in Cameroon accounted for only a minor share of deforested area, because in Cameroon export crops are cultivated in a more land-intensive manner than food crops. The screening also gave a more realistic view of which sectors were definitely not to blame for the bulk of deforestation. The direct land-conversion effects from oil and mining, judged to be a significant cause in some past campaigns to save the rainforest (RAN and Project Underground 1998; WWF 2002), were found to be negligible sources of forest loss. In Cameroon oil was produced off-shore. In Venezuela oil is mainly from Sven liiWinder and Williamn D. Sunderlin 239 nonforested savannahs. In Gabon most oil sources are in forests, but the industry occupies less than 10,000 ha (0.05 percent of forest area). In Papua New Guinea the industry occupies just 1,200 ha. In Ecuador 99 percent of oil production comes fromthe Amazon forest, but accumulated direct conversion has been only about 3,000-6,500 ha (0.04-0.09 percent of Ecuador's Amazon forest). Indirect access- provision and pollution effects have in some cases been much larger than the direct effects. But these effects were much reduced when the industries used best practice. Country Stories This section examines the five primary case study countries for evidence of the impact of oil wealth on forests.6 Gabon Gabon provides a textbook case of confirmation of the core hypothesis. Its transfor- mation to an oil exporter in the early 1970s gave this sparsely populated country the highest per capita oil rent in the case study countries. Despite a mini-bust in 1986-89 and highly fluctuating oil revenues in the 1990s, the entire post-1973 period was an era of high oil wealth. Oil revenues, which were unequally distributed, caused massive, economywide structural changes. An appreciating real exchange rate eliminated smallholder cash crops like coffee and cocoa. Nontraded sectors thrived, in particular oil-financed public employment and urban construction. With the total neglect of rural areas and road building, and with substantial urban rent-seeking, there was a rural exo- dus of people in the most productive age groups. The agricultural lands they aban- doned grew back into forest. A village chief in northeast Gabon describes a situation in which reduced cropping and lower human presence go hand in hand with forest rehabilitation: "Nobody lives here any more.... The young are leaving, and the ele- phants and gorillas run freely through our gardens, destroying what little we grow to eat."' A resettlement program that brought people out of the forest into concen- trated roadside settlements (rather than moving them into the "empty" forestland) reinforced that trend. Two national forest inventories indicate that high oil wealth likely led to a mar- ginal absolute expansion of national forest area between 1970 (20,567,338 ha) and 1990 (20,677,000 ha; Wunder 2003b:86-90). For the 1990s FAO's Forest Resources Assessmlenit 2000 revised annual deforestation estimates downward to only 10,000 ha (0.05 percent). Within this overall picture, there were local deforestation pro- cesses in peri-urban areas, especially during recent mini-crises, when some people lost their urban jobs and increasingly turned to peri-urban "weekend farming" to 240 The W'orld Bink Research Observer, vol. 19. no. 2 (Fall 2004) improve their livelihoods. On the other hand, forests away from urban areas returned to abandoned agricultural lands, as indicated by a number of village case studies using remote sensing data (Wunder 2(00 3b). Should oil revenues begin to decline rapidly. reducing the real value of Gabon's currency, wages, and nontraded prices, there would be an increase in the domestic production of cash and food crops, which are now mostly imported from neighbor- ing countries. Because most of Gabon is covered by forests, this higher land demand would be a significant stimulus to deforestation. Venezuela Venezuela's transformation from a specialized agricultural exporter in the 1920s to a mono-exporter of oil from the 1930s onward has many similarities to Gabon's story. It is another case that confirms the core hypothesis in absolute terms. National forest maps show marked net forest regrowth in abandoned agricultural areas from 1920-50, when people rushed into the cities to take advantage of eco- nomic opportunities arising from oil wealth. But in the 19 50s Venezuela invested heavily in roads. which together with fuel subsidies greatly reduced the cost of trans- porting agricultural products. (Even in the early 1990s a liter of gasoline was cheaper than a liter of bottled water.) This promoted the expansion of the cattle sec- tor, which has accounted for almost all of the country's expansion of cultivated area since World War II. Cultivated area expanded from 2.4 million ha in 1945 to 19.5 million ha in 1978. But 16.4 million ha (95.6 percent) of the 17.1 million ha expan- sion were for cultivated pasture and only 0.76 million ha (4.6 percent) for cropland. No pasture data were collected after 1978. but data on the number of cattle indicate that the strong expansion continued. By 1996 pastures accounted for 95 percent of cultivated-area expansion since 1945 (Wunder 2003b:144-47: data from the Ministry of Agriculture and Breeding). Cattle ranching was a semi-traded sector, with import protection during some periods and for some products. It expanded procyclically with urban incomes due to higher demand for protein-rich food. Meanwhile, cropped area stagnated. despite large population growth. Unlike pasture, growth in cropped area was negatively correlated with both rising urban incomes and declining price competitiveness. In this sense, crop cultivation was the true victim of Dutch disease. Although Venezuela still had low forest loss rates over 1950-80, both deforesta- tion assessments and agricultural area data indicate that the loss has accelerated in the past two decades. With the deep economic and political crises of the 1980s and 199()s, the speed of forest extraction and clearing increased, even in the areas south of the Orinoco River that had previously been remote from the bustling urban cen- ters. This spatial expansion was closely related to a depreciating real exchange rate, which stimulated logging, artisan mining, and even food crop cultivation. Since Sveun 4'uinder and lVilliarn D. Su,derlirz 241 World War II Venezuela has thus witnessed increasing forest loss, though still at a slower pace than its neighbors, which have stronger agricultural sectors. Cameroon Cameroon had the most pronounced economic cycles in the sample countries. The prosperity of 1978-85. with a convergence of high international prices for its main exportables (oil, coffee, and cocoa) and access to foreign capital, gave way to misery in 1986 when the external environment suddenly reversed sharply. with a collapse in world market prices for oil and crops and soaring real interest rates. During 1986-94 Cameroon could not unilaterally devalue the CFA franc, whose value was set at the regional level. This clearly intensified the economic crisis. Cameroon has been recovering slowly since the 50 percent CFA devaluation in 1994. Specific analysis, tailored to compare the effects of boom and bust and with good coverage of the entire humid forest zone, allowed a more exhaustive evaluation of the core hypothesis. The boom (1979-85), though less pronounced than that in neighboring Gabon, had a clear urban bias. Public sector employment rose by two- thirds in just six years, and urban construction also increased. This accelerated rural-urban migration, which led to a slowdown in deforestation. In the crisis period, when the exchange rate was overvalued (1986-94), cash crops in the humid forest zone (mainly cocoa) were stagnant. But an upsurge in food-crop pro- duction caused a strong increase in deforestation in the forest zone. The assessment of the shift in deforestation trends is highly reliable for Cameroon, because satellite imagery and agricultural survey data were collected for periods directly coinciding with the macroeconomic cycles. Research by CIFOR and its part- ners combined time-series satellite imagery with socioeconomic survey data on 5,000 households in 125 villages, generating primary data on both land use and rural house- hold economies. In a block in NMlOOl, East Province, annual deforestation quadru- pled between 1973-86 and 1986-96. In the Bertoua area in East Province, forest loss almost tripled, from 0.3 percent in 1973-86 to 0.8 percent in 1986-91. In the peri-urban area of Yaoundeforest, clearing doubledbetween 1973-88 and 1987-95. Household survey data from villages in all three provinces of the humid forest zone confirm that forest clearing increased markedly after the onset of the crisis, as farmers increased their cultivation of food crops (Mertens and Lambin 2000; Sunderlin and others 2000). Reduced urban labor absorption and net return migration to rural areas were found to be key factors in the dramatic resurgence of deforestation.8 Since the devaluation. cash crops have also experienced a slow revival, and deforestation continues to be high. Unlike in Gabon, oil wealth was not large enough to reverse forest loss and cause forest area to expand. The economic rents were not large enough to fully compensate for other factors, notably high rural pop- ulation growth. But they caused an abrupt reduction in the pace of deforestation. 242 Tlhe World Baik Research Observer, vol. 1 9. no. 2 (Fall 2004) Cameroon thus provides a strong relative confirmation of the core hypothesis: During the oil-wealth period, the rate of forest loss dropped markedly. Ecuador The per capita size of the boom was larger in Ecuador than in Cameroon but much smaller than in Gabon and Venezuela. Due to rising production, oil revenues remained high until the mid-1980s. A bust followed, accompanied by a political cri- sis in the 1]990s. Although there have been mini-oil bonanzas, the entire post-1985 period is best characterized as an economic downturn. Nevertheless, deforestation actually accelerated during the oil boom, stayed high for a decade before likely decelerating. The government spent a large share of oil rev- enues in ways that promoted more extensive land uses. It built new and better roads connecting the highlands with the lowlands.9 Fuel subsidies fostered extensification by making transport cheaper, though compared with roads, the effect of subsidies is nonspatial and reversible.?t) The government also used some oil motey to support both spontaneous and planned frontier colonization that caused forest loss. " As in Venezuela, cattle were also a crucial factor, reinforcing the spatial extensification impacts of government policies. A growing urban middle class used part of its new purchasing power to buy cattle-derived proteins, thus creating higher demand match- ing the supply-side factors that enabled a large-scale expansion of pastures. Government trade policy partially protected meat and dairy products from import competition, allowing domestic producers to expand into marginal forestlands with meager returns. In Ecuador these counterhypothetical factors were stronger than the core effect. and policy was decisive in creating that outcome. Dutch disease effects did reduce cropland expansion in the 1970s, and after the devaluations of the mid-] 9880s these reductions were reversed. But on the whole the forest eliminating pasture policy nexus was stronger. Hence. the Ecuador country case study was contrary to the hypothesis in both absolute and relative terms. Forest cover decreased in absolute terms during the oil boom, and the pace of deforestation also picked up over the preboom period. This is indicated by both national forest cover data (with some comparability problems) and by agricultural area statistics, which are more reliable. The slowdown in deforesta- tion in the 1990s, indicated by various regional forest data on hot spots of deforesta- tion, may eventually be enhanced by the recent dollarization, which is likely to cause loss of competitiveness that will lharm land-using sectors. Papua New Guinea Papua New Guinea became a specialized mineral exporter after 1972. Copper and gold predominated until 1992, when significant petroleum production began. The Svcn Wunder tndiii WilliamlJ D. Sunderlin 243 size of these mineral rents relative to the size of the economy was somewhat greater than in Ecuador. Firm macroeconomic management succeeded in controlling the impact of rents until the early 1990s, but since then fiscal control has been increas- ingly lost. The fixed kina exchange rate introduced in 1975 greatly hampered non- mineral exports until 1994, when a tloating kina coupled with economic mismanagement led to a large real devaluation. In other words, there were fairly high mineral revenues throughout the whole period, but with different economic management cycles. The most reliable land-use data, from the Papua New Guinea Resource Informa- tion System (PNGRIS) and covering the 1975-96 period, show that cash crops never became a significant cause of deforestation. Even after the kina devaluation, rural violence, inflexible land tenure arrangements, and infrastructure problems were large impediments. Thus in Papua New Guinea improved price competitiveness was not enough to induce expansion in the cash crop sector. An exception is the oil- palm sector, which caused some deforestation. As in Gabon, government policies tended to ignore rural infrastructure, which greatly reduced forest loss. A large share of mineral revenues went into consumption. Some mineral revenue was wasted, some was turned into capital flight, and little was invested to enhance production. At the national level forest loss was clearly driven by swidden cultivation of food crops, the demand for which grew in tandem with the population. But the country's rigid land tenure structure, which strongly favored land intensification over extensification, was discouraging expansion into forestlands. Hence the increase in demand for land was much less than the increase in food crop produc- tion. Between 1975 and 1996 intensive land use expanded at 0.7 percent a year, but total land use increased by only 0.2 percent, far below rural population growth rates of around 2 percent (Allen and others 2001). Intensification is more labor- demanding than swidden cultivation in the forest fringes, but new forest clearing for swidden cultivation meets severe sociocultural constraints. Intensification is achieved by technically improving cultivation (terracing, improving drainage, composting, rotating crops, growing nitrogen-fixing fallow species), but also by introducing new crops or varieties (such as potatoes, sweet potatoes, and African yams; Bourke 2001). Annual forest loss rates were 50,000-70,000 ha (about 0.2 percent). This is a low rate and was probably stable over time, though with respect to the small size of the population and the economy it was significant.12 Few value-added and service sectors have developed that might have drawn people out of food crop agriculture and into urban activities to uncouple deforestation from population growth. On the whole, mineral wealth in Papua New Guinea did not stop deforestation. It did slow forest loss, in particular by curtailing the production of cash crops. None of the other cases was as complex as that of Papua New Guinea. Factors such as land tenure, crime, and political instability were equally important in shaping land use. 244 Tlhe World Bank Researcih Observer. vol. 19. no. 2 (Fall 2004) Summarizing the Country Evidence Developing economies are subject to long-run processes of structural change, such as demographic and economic growth, urbanization, shifts of resources from primary to secondary and tertiary sectors, changing consumption patterns, and expanding land use. The core hypothesis of the forest-protecting impact of mineral rents has to be evaluated against these normal development trends. Table 2 summarizes the Table 2. Comparing Macroeconomic and Forest Cover Trends lVainr sources use(d to Forest cov,er deterrinie Jorest cover Evialuatioii of tie (ounitrnj Macroecononiic ctcles chaige cycles ctllil7ge core Ilt pOtli(sis Gabon 196(0-73: Preboom: 1 970-1990s: Net forest Remote sensing Absolute 1974-85: boom: regrowth: recent: Some (two national confirmation 1986-89: mini-bust: periurban clearing, maps,* peri-urban (short and 1990s: fluctuations probably little net change and village studies) long run) Venezuela ] 92201/3(s: rise of 192(0-5(): forest National forest Absolute petro-economy: regrowth; 1950-1980s: maps 1920.1950, confirmation, 1956-58: mini-boom: slow loss: 1980s-1 990s: 1991]:* regional before World 1974-83: boom: more rapid loss forest maps: agri- War II: relative 1984-: crisis and cultural area data confirmation. mini-booms and estimations* after World War II Cameroon 1960-78: preboom: 1973-85: slow loss: Remote sensing Relative 1979-8 5: boom: 1986-94: rapid loss: images (national.* confirmation 1986-94: bust. fixed after 1994: probably regional) and exchange rate: after high loss primaryagriculture 1995: devaluation, survey data from recovery the humid forest zone Ecuador 1960-73: preboom: Before 1975: National forest Rejection, absolute 1974-8]: boom moderate loss: maps (1 962. 1987 . and relative (rising): 1982-85: 1975-90): 20)0))*): regional boom (declining): rapid loss: forest maps: agri- 1986-95: bust: after 1990s: probably cultural area data. 1996: mini-booms slower loss Papua 1972-94: mineral Whole period: National maps Relative confirmation New Guinea boom (rising), fixed Probably stable, from aerial photos overvalued kina: slow loss, linked to (1975) and satellite after 1995: oil boom. food-crop expansion: images (1 992-93)*: financial capital alter 1994: Perhaps loss M'CRIS land-use outflows, devalued kina acceleration change database Souirce: Wunder (200(3b:chap. 1)(. *Limitations in data comparability over time. Sveni WA'uoder anld 1V illaim D. Suinderlini 245 evidence for the five primary country case studies by juxtaposing their macroeco- nomic cycles and their land-use cycles. Gabon and pre-World War II Venezuela are hypothesis-confirming cases in abso- lute terms. Large oil rents basically wiped out agriculture, and many abandoned areas grew back into forests. Forest cover increased in absolute terms. In Cameroon the oil effects were not strong enough to produce such an outcome. The boom was srnaller than those in Venezuela and Gabon and thus could not nullify the forest- cover impact of rural population growth. But there was a clear relative reduction. The pace of deforestation decreased dramatically in the oil boom period and then picked up again during the crisis. Papua New Guinea was also a case of relative confirmation, though a more uncertain one. Real exchange rate effects were mediated by shifts in economic pol- icy, and several nonmineral factors had a crucial influence. Still, mineral wealth is one of the explanations for low deforestation rates. Finally, Ecuador was the only case that rejects the core hypothesis, mainly due to the policy of extensive road building and a nexus of factors that linked this expansion and land-extensive cattle ranching (including dairy farming) to oil wealth. Tracing Linkages The juxtaposition of periods in table 2 exhibits some (but not all) of the patterns one would expect for the core hypothesis. This is hardly surprising, given the long causal chain described in figure 1, the extended period of study, and the presence of coun- try-specific peculiarities. The main transmission stages are from oil wealth to the real exchange rate and relative prices, from prices to sectoral production (agricul- ture and timber), and from sectoral production to forests. Detailed analysis of all these linkages for the study countries, including how to deal with various data prob- lems related to deforestation and to macroeconomic variables, is available in Wunder (2003b). Some general comments on the strength of the linkages are pre- sented here. In most countries oil wealth produced the expected appreciation of the real exchange rate, with a shift in relative prices in favor of nontradables, though sometimes with a time lag (Wunder 200 3b:chap. 10). For several countries, foreign borrowing was an integral feature of oil wealth. They often borrowed against their new oil wealth either to increase already high foreign exchange inflows or to prolong a boom period and so delay the downward adjustment in government expenditure linked to oil busts. Higher capital inflows from borrowing caused more real currency appreciation. Management of nominal exchange rates also proved important. In the simple Dutch disease model currency devaluation has no impact on relative prices or com- petitiveness, because domestic prices adjust instantaneously so that the real 246 The World Bank Research Observer. vol. 19, no. 2 (Fall 2004) exchange rate remains unchanged. In the reality of the case study countries, domes- tic prices were sticky. and overvalued exchange rates could persist for years. Hence, repeated devaluations (as in Ecuador and Indonesia in the mid-19 8Os) were vital in reviving traded sectors, whereas fixed exchange rate regimes exposed them to reduced competitiveness in other countries, notably in Cameroon and Papua New Guinea before 1994. Agriculture was a prime victim of Dutch disease, but often it was the purely traded export sectors that were hardest hit by declining competitiveness. In Gabon and Venezuela appreciation of the exchange rate practically liquidated the cash crop export sectors. In Cameroon and Papua New Guinea it was probably the most important among several factors leading to economic crisis. The food crop sector was not always unambiguously hurt by appreciation of the real exchange rate. At the macro level food crops were semi-traded because of imperfect substitutes and partial trade protection over time, but also because of "natural" protection from trade provided by the high costs of transport to remote or inaccessible regions. To the extent that semi-traded goods were strongly linked to higher income (meat, dairy products, luxury staples), domestic suppliers profited from higher demand, as was the case with producers of nontraded goods. To the extent that semi-traded goods were close substitutes for importables and had low income elasticities (such as tubers and plantains), producers lost market shares, similar to those in traded sectors. Did effects on agricultural production translate directly into forest impacts? As explained, forests were the default vegetation cover in most regions, so higher demand for land would in most cases cause corresponding loss of forests. However, the linkage of higher agricultural production with higher demand for land could be somewhat variable. In Papua New Guinea lack of physical access and legal rights to new land promoted intensification on already occupied soils, so that land demand increased less than production. The opposite was the case for cattle ranching. In both Ecuador and Venezuela the aggregate cattle carrying capacity declined over time, reflecting the spread of ranching to still more marginal lands with lower per hectare returns. Still, in all the case study countries agriculture was the big land-use competitor with forests. Gains for agriculture meant losses for forests. The somewhat uneasy implication is that most of what is good news for agriculture tends to be bad news for forests, and vice versa. As the next section shows, this also means that policies that are biased against agriculture may, unintentionally, be forest conserving-and more effectively so than policies aimed directly at forest conservation. Decisive Policy Responses The country analysis shows that the net impact of oil wealth on forests is often to enhance forest protection, as predicted by the core hypothesis. Yet specific case study Svenz Vvlunder cnid Ililltt/ia D. Sunderlini 247 outcomes ranged from absolute confirmation to relative confirmation and, in one case, to rejection.'3 Country-specific preconditions were in part responsible for the variability of outcomes. For instance, large oil booms are conducive to forest protec- tion, but in Latin America a meat and cattle tradition in the region exerted signifi- cant pressures on forests when incomes rose. In Central Africa and Papua New Guinea deforestation is mainly for land-extensive swidden cultivation, though in Papua New Guinea there was a strong intensification response. Yet beyond these preconditions. distinct country-specific policy responses strongly shaped the variation in outcomes. Governments were not passively reacting to the changing fortunes of the world market or, as some claim, simply adopting adjust- ment programs designed by the Bretton Woods institutions. On the contrary, the rent-rich oil states developed an ability to steer clear of external pressures and influ- ences, delaying adjustment and resisting cutbacks and reforms. Internally, they were also able to buy off powerful stakeholder groups, though this came at the cost of increased rent-seeking and corruption. In some cases oil wealth in itself was conducive to armed conflict with separatist movements trying to appropriate the rich natural resources (Collier 2000; Ross 2001: Wunder 2003b:chap. 10). In the aggregate it is fair to say that the oil-rich countries had greater room for political maneuver than most developing economies and that they used this political space in ways that had important consequences for forests. Which policies, then, proved most effective in protecting forests, regardless of whether there was any intent to protect them? Experience in Gabon, where long-run land-use determinants have favored conservation, can be combined with policy ingredients from other study countries to create a list of factors that have tended to result in forest conservation (table 3). This is not a list of policy recommendations- few of these policies are propoor development policies. It is simply a list of policies that de facto have protected forests in the case study countries. Conclusion and Perspectives This study supports the core hypothesis that oil and other mineral wealth tends to protect forests (though not in all cases) through indirect, economywide effects that discourage land- or forest-based commodity production and reduce their competitive- ness. This macroeconomic impact of mineral rents on forests is bound to be more signif- icant than the direct, physical effects of mineral production in forested areas. Most of the countries studied conformed to the core hypothesis in relative terms (oil wealth redLuces pressures that degrade and convert forests), some even in absolute terms (oil wealth reverses pressures that degrade and convert forests), and only one (Ecuador) of the pri- mary case study countries was contrary to the hypothesis. The absolute conformers (Gabon, pre-World War II Venezuela) had high oil rents per capita. The only negative 248 Thie Wlorld Bi3tik Research Observer. vol. 1 9 no. 2 (FIall 2004) Table 3. Policies in Case Study Countries That Inadvertently Resulted in Forest Conservation Polioz Cotlniooeots Neglecting demands for new road Countries with large road-building programs had high building and road maintenance deforestation rates (Ecuador, fndonesia) and those in rural areas. neglecting rural roads had low deforestation rates (Gabon, Papua New Guinea). This macro-level observation confirmed micro results strongly tying roads to forest loss. Selling fuel domestically at its "normal." This policy is forest-conserving. Conversely, selling cheap, nonsubsidized price. subsidized fuel reduces transport costs for goods (crops. livestock, wood products) from remote areas and thus promotes land extensification. This had an impact especially in countries where the fuel subsidies reached extreme levels. as in V7enezuela. Spending large amounts of funds on cities. A strong urban development bias, such as that seen in Gabon. protected forests, by attracting labor migration out of rural areas. Conversely, spending on social infrastructure in forested frontiers eventually helps attract migrants, sustain settlement, and promote forest conversion to alternative uses. Keeping overvalued exchange rates. Most nontraded sectors are urban, so overvalued exchange rates helped sustain urban biases and jeopardized cash crop production. On the other hand. sharp, repeated currency devaluations were a powerful tool to make agriculture and timber extraction more competitive. Overtaxing export agriculture by confiscatory C. vll,-l. l F,o-h,i that de facto transferred cash crop price stabilization schemes. earnings from farmers to the government or to an administrative bureaucracy impeded a larger scale expansion of cash crops. especially in the African case study countries, which in most cases would have caused additional deforestation. Heavily taxing logging companies to capture In Papua New Guinea in the I 990s. a sharp rise stumpage values. in taxes reduced the speed of harvesting. However. if logging concessions are overly generous (in the sense of low taxes), as occurred for certain periods in Cameroon, tindonesia, and Venezuela, companies rush to cash in high timber rents, and this tends to accelerate forest conversion. Intensifying food production and liberalizing The net impact of general trade liberalization on forests food imports. is ansbiguous, but imnport protection of cattle and certain land-extensive (typically, swidden) food-crop sectors helped these sectors expand production into marginal forestlands with very low per hectare returns. (Continued) Sreei tVli,niter no,.d lIllilon D. Srinderliu 249 Table 3. (Continued) Policy Comments Forcing rural people to settle in concentrated Many colonial and postcolonial settlement programs, roadside agglomerations. especially in Central Africa. concentrated swidden cultivators in sedentary roadside settlements with more land-intensive methods, thus reducing forests clearing. Conversely, an Indonesian-style trausmtiigrasi resettlement of people without land to a (forest) land without (a lot of) people causes deforestation. Wasting agricultural budgets on Oil-financed modernization strategies to promote agro-industrial "white elephants" sedentary, capital-intensive cropping tended to require and ignoring smallholders. less land per unit of value added than traditional farming. Yet much funding for agro-industry was diverted or wasted, so lack of agricultural development meant avoided forest loss. Nourishing a rent-seeking environment In high-rent oil countries personal income is increasingly in which few people find it worthwhile to divorced from production and determined instead by the produce. success of rent-seeking efforts. This has reinforced urban biases and has provided disincentives for commodity production-further relieving pressures on forests. Source: Author's compilation. secondary case was Mexico, and as in Ecuador (and recently in Venezuela), a Latin American roads-colonization-cattle nexus drove the counterhypothetical outcome. Deforestation data for all study countries are poor and involve much guesswork, but agricultural census and land-use survey data can sometimes compensate for this lack of reliable information. This is because in all study countries conversion to agri- cultural land (including pastures, fallows, and degraded croplands) was the domi- nant ultimate use of cleared forestland. Forests receded basically because people decided to cultivate tree-covered lands. Within agriculture, production and land used for "purely traded" export crops was clearly held back by oil-led Dutch disease effects on competitiveness. For semi-traded food crop sectors, trends were ambigu- ous, but in most cases land expansion was also constrained by rising wages and urban migration, which were especially important when these crops were produced in swidden, land-extensive systems. Cattle ranching was often linked procyclically to oil wealth through import protection and a high income elasticity of consump- tion for cattle-derived, protein-rich foods. In regions where this cattle effect was dominant (Latin America), the core hypothesis was less likely to hold than in others (Central Africa, Papua New Guinea) where the reduced expansion of land-extensive crops was the dominant force. This underscores regional peculiarities in the relation between higher national income and forest loss. 250 T1ue Worldi Batik Researcih Observer, vol. 19. no. 2 (Fall 2004) Did governments have an important say in how oil wealth affected forestsP They certainly did, even though these influences were unintentional. Governments nor- mally are the sole custodians of a country's mineral riches.'4 An urban bias in the spending of oil revenues (increased public employment and urban investments) would generally protect forests. whereas spending on new and better rural roads, infrastruc- ture in frontier areas, and (especially) agricultural and fuel subsidies counteracted the core forest-protecting impact. Notably, expansions or cuts in the budgets of gov- ernment forestry and conservation agencies-sometimes observed to be a key envir- onmental factor in crisis-ridden countries (Reed 1996; Sunderlin and Rodriguez 1996)-had little effect. In most case study countries the implementation capacity of these agencies was low, irrespective of the level of resources available (see also Kaimowitz and others 1998). In addition to spending decisions on oil wealth, several policies significantly influenced the use of land and forests, notably exchange rate policy, import protection of selected sectors, and forestry concession policies. The list of 10 forest-protecting policies in table 3 invites two general observations. First, only one of the factors-taxing logging concessions-affects forests directly. All the other measures are outside the sector, side effects of policies not targeted at forests-what could be called "blind conservation strategies." This underscores the crucial importance of understanding the underlying causes of deforestation. Second, the list is somewhat pessimistic in that most of these inadvertent conser- vation policies are not conducive to economic growth or poverty alleviation. Many are directly harmful. Compared with a standard of best practice development poli- cies, arguably only 3 of the 10 policies-elimination of fuel subsidies, high taxes on logging stumpage value, and intensification and import liberalization of resource- wasteful sectors-would receive a positive evaluation. This indicates that the hard tradeoffs between tropical forest conservation and economic development occur not only at the micro level but also at the macro policy level. On the other hand, the list identifies three tangible areas in which positive synergies may be present. Implications beyond Oil The policy results reported in the last section may be provocative and raise legit- imate questions about whether, first, the chosen countries are representative of oil countries and, second, to what extent results from oil-producing countries in tropi- cal areas are applicable to developing economies that are not endowed with oil. On the first question, the five primary case study countries represent a fairly broad mix- ture of developing countries in terms of geography, gross domestic product level, agricultural traditions, and ecological conditions. Perhaps they inadequately repre- sent dry forest countries, where firewood overharvesting and overgrazing can be causes of deforestation. They are also all small to medium-size economies, which is SvetI Wunder niruld IVtilliai I D. Suniderlin 251 why the analysis was eventually supplemented with three big-country cases from each southern continent: Mexico, Nigeria. and Indonesia. Nigeria and Indonesia were cases of relative confirmation of the core hypothesis (deforestation rates dropped dur- ing the oil boom but did not turn negative), whereas Mexico was a case of rejection. The second question is harder to answer. Developing economies specializing in oil production are on average richer, more urbanized, more high-cost, and less agricul- tural than other developing economies (Sunderlin and Wunder 2000). In the polit- ical economy sphere, many oil countries suffer from "resource curse" problems of underinvestment in human capital, ill governance, rent-seeking, institutional decline, and economic stagnation. These features definitely make them a special sample. For instance, rent-seeking and corruption related to illegal logging are known to cause severe forest degradation. However, in our group of countries, the fact that rent- seeking was happening in the urban sectors and that corruption was connected with agro-industrial programs meant that corruption came to have a forest-protecting effect. something that is obviously not fully generalizable to other countries. Still, many of the macroeconomic phenomena and policies analyzed here are equally common in nonoil-producing countries. Perhaps the main differences in terms of policy responses is that in nonoil-producing countries a wider range of pri- vate sector activities would be expected (with differential impacts on forests), in par- ticular a higher diversity of agricultural scenarios with different land-use intensities, as well as stronger production responses. However, there is no reason to believe a pri- ori that nonoil-producing countries would systematically face either weaker or stron- ger forest protection effects from a substantial foreign exchange transfer from abroad. Do these findings have implications for countries that are not blessed with min- eral wealth; As suggested by the wide applicability of the Dutch disease model, the impact of a mineral boom's spending effect is similar to that of other international rent transfers, such as remittances. foreign aid, and debt relief. All of these foreign exchange inflows tend to increase aggregate demand, cause real currency apprecia- tion, and speed urbanization. A large-scale global reduction or write off of foreign debt under the Heavily Indebted Poor Countries Debt Initiative, for example, would, on the whole, also lead to less tropical deforestation. However, the deviating case studies show that this effect would not be guaranteed in every country. Hypothet- ically, the forest protecting effect of debt reduction would be expected to be stronger in a poor African country dominated by swidden cultivation than in a middle-income Latin American country where most forest clearing is for pasture. In the Latin America case rising incomes for an urban middle class with a large appetite for meat can increase forest loss. A second field of application concerns the claim that structural adjustment pro- grams have strong negative effects on forests and the environment and thus need to be environmentally screened and redesigned (Reed 1992, 1996). Counterargu- ments have been that many environmental effects are unavoidable or too complex 252 'flite h1,orld Baitik ResearLch Obscrer, n1l. 7 9, nio. 2 (FaIl 2004) to analyze or that there are internal contradictions among different environmental objectives. This study confirms that many actions to improve foreign exchange inflows by revitalizing traded sectors will almost inevitably have negative impacts on forests. In particular, it confirms the powerful role of currency devaluation, a key policy tool in most structural adjustment programs in promoting land- and forest- using sectors. Our study gives less support to the assertion that specific fiscal cut- backs in forest regulating agencies have detrimental effects (see previous discus- sion). Instead, it points to the danger that sharp general declines in public spending can partially "reruralize" the economy at the expense of forests. Finally, trade liberalization and export incentives have been singled out as highly ecologically damaging components of structural adjustment programs. The results of this study suggest that the argument is often valid but that import liberalization can also restrict highly wasteful and forest-damaging domestic sectors, thus increas- ing the natural resource efficiency of land uses to the benefit of forests. For instance, it may well be preferable to fill the barbecue of an Ecuadorian family with meat from the Argentine pampas. rather than from deforested erosion-prone and nutrient-poor slopes in the Ecuadorian Andes. Likewise. it might well be better for global forest conservation if a Central African urban family builds its staple diet on imported Thai high-yield variety rice rather than on local plantains. whose production requires reiterative burning of extensive peri-urban forest plots. The net balance of trade impacts on forests will differ across countries, and the impact on forests will differ from that on other environmental assets. This underscores that asset- and country- specific assessments of structural adjustment effects are necessary, reducing the scope for generalization. However, this study also shows that, despite the complexi- ties, it is possible to analyze these effects. This should also serve as an encourage- ment to those interested in modifying macroeconomic tools for the purpose of improving environmental outcomes. Notes Sven Wunder and William D. Sunderlin are Senior Scientists at the Center for International Forestry Research (CIFoR) in Bogor, Indonesia. Their e-mail addresses are s.wunderCacgiar.org and w.sunderlin@ cgiar.org, respectively. They thank Arild Angelsen, Ken Chomitz, David Kaimowitz, Tom Rudel, Stuart White. and three anonymous reviewers for comments on earlier drafts of this article (and correspond- ing book chapters). They are also grateful to Ahmad Dermawan and Ambar Liano for research assis- tance and secretarial help. 1. If Brazil, now a low mineral exporter but endowed at the state level with important mineral exports, is excluded from the denominator, that share rises to 72.1 percent (Wunder 200 3b:chap. 2). 2. Caracas is said to grow at the rate of about 1 ha a day, yet the additional land demand of 3 6 5 ha a year corresponds to only 0.09-0.15 percent of Venezuela's forest loss. In Greater Jakarta. one of the world's fastest-growing metropolitan areas, forests receded from 7 3,266 ha in 1969 to 43,691 ha in Sven VtIuider antid Wl'illihutii D. Switiderlini 253 1989, yet the annual clearing of about 2,000 ha contributed only 0.1-0.3 percent to Indonesia's defor- estation (Prasetyo 1992). 3. The highest level of analysis in this study is the nation-state, so this article does not look at the global consequences of oil wealth and of changed international trade patterns. 4. Sunderlin and Wunder (2000:318-20) demonstrate, using comparative data for 66 countries, that high urbanization in a subset of mineral-rich countries is one of the structural characteristics related to a higher share of forest cover and a lower rate of forest loss. 5. Most sources are from the early 1990s. rREEs data from 1991-95 are used as a benchmark. IUCN data are from the latest available nationwide map (various years), whereas the Forest Resources Assess- inent 2000's 1990 estimate (FAO 2001) is calculated backward to its 1990 base. 6. This section summarizes the main lessons from chapters 4-8 in Wunder (2003b). 7. Chief Mboula Thaopile, Nioungou village, cited in Adams and McShane (1996:207). 8. Demographic surveys showed that average annual population growth exploded from 0.75 per- cent in 1976-86 to 4.6 percent in 1987-97. During the boom period the urban economy had absorbed most of the rural population surplus. In 1986-92 rural to urban migration stagnated. and as the crisis continued (after 1992), there was net urban-rural return migration (Sunderlin and Pokam 2002). 9. In 1974, the first full oil boom year, Ecuador spent 48.4 percent of public investments on roads (Gelb and Marshall-Silva 1988:184). Many roads were built through forests, causing immediate defor- estation as well as continuing deforestation for about a decade following completion of the roads (Pich6n 1997; Rudel and Horowitz 1993: Wunder 2000). 10. As in Venezuela, massive fuel subsidies in Ecuador were politically difficult to reverse after the boom, and in 1986 their cost reached an astonishing 9 percent of gross domestic product (Mosley 1991:414). Together with the new roads. subsidies drastically increased the mobility of goods and pro- duction factors in the rural economy. Although only about 20 percent of peasant production was mar- keted in the 1960s, 60 percent was in the 1970s (Larrea 1992:3 50-51). 11. Development banks specialized in cattle, the most extensive form of land conversion, and expanded their credit volumes thanks to earmarked oil revenues. Several regional and national land colonization institutes received oil money that had been earmarked by the government for agricultural development (Rudel and Horowitz 1993, pp. 56-7: Wunder 2003b, pp. 237-8). 12. Data from PNGRIS need to be translated first to obtain deforestation information defined accord- ing to FAO standards. There have probably been few fluctuations over time. For example, the increase in logging triggered comparatively little additional forest clearing. But with Papua New Guinea's small population of 4.7 million (1999), a point estimate of 60,000 ha is larger on aper capita defores- tation basis, at 12.8 ha/1,000 people. than Ecuador's (12.1) and Cameroon's (11.9) (Wunder 2003b:chaps. 8, 10). 13. Among the three secondary cases-Indonesia, Nigeria, and Mexico-the first two were prob- ably cases of relative confirmation. Forest loss was not reversed, but was weakened during oil boom periods. As in other cases, cash crop production declined precipitously, while food crops were semi- traded with an intermediate production performance. The same happened in Mexico, but as in Ecuador and Venezuela, the Latin American nexus of road building-colonization programs-cattle meant that Mexico contradicted the core hypothesis. There was procyclical deforestation for pasture creation, although evidence was also found at the subnational level (Chiapas state) that supported the hypothesis. 14. A partial exception here was Papua New Guinea, where both regional governments and local landowners directly received a nontrivial share of oil and mining revenues. References Adams, J. S., and T. 0. McShane. 1996. The Mytih of Africa: Conservation withioutt Illusion. Berkeley, Calif.: University of California Press. 254 The World Bank Researcih Observer, vol. 19, no. 2 (Fall 2004) Allen, B. J.. R. M. Bourke. and L. Hanson. 2001. "Dimensions of Papua New Guinea Village Agricul- ture. " Paper presented at Papua New Guinea Food and Nutrition 2000 Conference, PNG tUniversity of Technology, Lae, Papua New Guinea.26-30 June 2)000. Angelsen, A.. and D. Kaimowitz. 1999. "Rethinking the Causes of Deforestation: Lessons from Eco- nomic Models." World BankResearclh Observer 14(1):77-98. Barbier, E. B. 20)01. "The Economics of Tropical Deforestation and Land tTse." Land Economlics 77(2):155-72. Bevan, D.. P. Collier, and J. W. Gunning. 1999. Nigeria antd Indoniesia. Oxford: World Bank. Bourke, M. 2001. "Intensification of Agricultural Systems in Papua New Guinea." Asia Pacific View- point 42(2/3):219-35. Collier, P. 2000. "Economic Causes of Civil Conflict and Their Implications for Policy." Global Policy Forum. Online document available at www.globalpolicy.org/security/issues/diamond/ wb.htm. Collier, P.. W. Gunning, and Associates. 1999. Trade Shiocks in Developinig Countries, vols. 1 and 2. New York: Oxford University Press. Contreras-Hermosilla, A. 2000. The Underlying Causes of Forest Decline. Bogor, Indonesia: Center for International Forestry Research. Corden, W. M. 1984. "Booming Sector and Dutch Disease Economics: Survey and Consolidation." Oxford Economic Papers 36(3): 3 59-80. Thze Economist. 1977. "The Dutch Disease." 26 November. FAO (Food and Agriculture Organization of the United Nations). 1993. Forest Resources Assessmernt 1 990: Tropical Counltries. Rome. 20)00. Forest Resources Assessment 2000: OCn L- (i'. i,- ., oJ Forest anld Forest Clharnge. Rome. 2001. "Results of the Global Forest Resources Assessment 2000." Secretariat note. Item 8(b) of the Provisional Agenda. Fifteenth Session. Committee on Forestry. Rome. Geist. H. J., and E. F. Lambin. 200 1. .Il4hat Drives Tropical Fr. i'. i.,. ,, A Meta-Analysis of Proximate and Underlyinzg Causes of .-1. .- .iot l.- i Based oni Subizatiornail Case Study E vidence. Louvain-la-Neuve: Ciaco. Gelb. A.. and Associates. 1988. Oil I1' ii,lkulI'i Blessings or Cuirse? New York: Oxford tTniversity Press. Gelb. A., and J. Marshall-Silva. 1988. "Ecuador: Windfalls of a New Exporter." In A, Gelb and Associ- ates, eds.. Oil li ,,,dt, Blessing or Curse? New York: Oxford [Jniversity Press. Grainger. A.1996. "An Evaluation oftheFAo Tropical Forest ResourceAssessment 1990)." Geographi(alI Journal 162(1l):7 3-9. Houghton. R. A., D. S. Lefkowitz. and D. L. Skole. 1991. "Changes in the Landscape of Latin America between 1850and 1985." ForestEcology andMManlagemernt 38:143-72. Kaimowitz. D.. and A. Angelsen. 1998. Economiiic Models oJ Tropical Dejorestationi: A Review. Bogor. Indonesia: Center for International Forestry Research. Kaimowitz. D., Erwidodo, 0. Ndoye, P. Pacheco, and W. D. Sunderlin. 1998. "Considering the Impact of Structural Adjustment Policies on Forests in Bolivia, Cameroon, and Indonesia." Unasylva 49) 149): 57-64. Karl. T. L. 1997. The Paradox ofPlecnnj: Oil Booms aid Petro-States. Berkeley: University ofCalifornia Press. Larrea. C. 1992. "The Mirage of Development: Oil, Employment, and Poverty in Ecuador." PhD diss.. Graduate Programme in Social and Political Thought. Y'ork University, Ontario. Little. I. M. D., R. N. Cooper, W. M. Corden, and S. Rajapatirana. 199 3. Boomn. Crisis anld Adjust- ment: The Macroeconomic Experience oJ' Developin,g Counltries. New York: Oxford IUniversity Press. Svem,11 Wander id Wlilliat D. Sunizderli,i 255 Mainardi, S. 1998. "An Econometric Analysis of Factors Affecting Tropical and Subtropical Deforesta- tion. " Agrekon 3 7(1):23-45. Matthews, E. 2001. Understanidinig the Forest Resources Assessrnent 2000. Washington D.C.: World Resources Institute. Mayaux, P.. F. Achard, and J.-P. Malingreau. 1998. "Global Tropical Forest Area Measurements Derived from Coarse Resolution Satellite Imagery: A Comparison with Other Approaches." Environ- mnental Conservation 25(1):37-52. Mertens. B., and E. F. Lambin. 2000). "Land-Cover-Change Trajectories in Southern Cameroon." Annals of the Association of Arnerican Geographers 90 (3):467-94. Mosley, P. 1991. "Ecuador." In P. Mosely, J. Harrigan, and J. Toye, eds., Aid and Power: The World Bank and Policy-Based Lendinig. London: Routledge. Neary, P., and S. vail Wijnbergen, eds. 1986. Natural Resources and the Macroeconomy: A Theoretical Framneu7ork. Oxford: Basil Blackwell. Pich6n, F. J. 1997. "Settler Households and Land-Use Patterns in the Amazon Frontier: Farm-Level Evi- dence from Ecuador." World Development 255(1):67-91. Prasetyo. L. B. 1992. "Application of a Geographical Information System (GIS) for Land-Use Changes Study towards Better Understanding of Deforestation Processes: Case Studies in Jabotabek and South Sumatra, Indonesia." PhD diss., University of Tsukuba, Japan. RAN (Rainforest Action Network), and Project Underground. 1998. Drilling to the Ends of the Earth: The Ecologicail. Social and Climate Imperative for Ending Petroleumrl Exploration. San Francisco: RAN and Project Underground. Reed, D., ed. 1992. Structural Adjustmiient and the Environmiienit. Boulder, Colo.: Westview Press. . 199 6. Structural Adjustmrlent, the Enviromnent, and Sustainiable Development. London: Earthscan. Roemer, M. 1984. "Dutch Disease in Developing Countries: Swallowing Bitter Medicine." Working paper, Harvard Institute for International Development, Cambridge, Mass. Ross, M. L. 2001. Timber Boonis and Institutiornal Breakdown in Southeast Asia. Cambridge: Cambridge University Press. Rudel, T., and B. Horowitz. 1993. Troi, ., i V) ,', . ali . , Small Farmners and Land Clearing in the Ecuadorian Amazonz. New York: Columbia University Press. Rudel, T., and J. Roper. 1997. "The Paths to Rain Forest Destruction: Cross-National Patterns of Tropi- cal Deforestation. 1975-1990." World Development 25(1): 53-65. Sunderlin, W. D., and J. Pokam. 2002. "Economic Crisis and Forest Cover Change in Cameroon: The Roles of Migration. Crop Diversification, and Gender Division of Labor." Economic Development and Cultural e It-,-., 50( 3):581-606. Sunderlin, W. D., and J. A. Rodriguez. 1996. Cattle. Broadleaf Forests and the Agricultuiral Modlerniza- tion Law of Hondurais: The Case of Olancho. Bogor, Indonesia: Center for International Forestry Research. Sunderlin, W. D., and S. Wunder. 2000. "The Influence of Mineral Exports on the Variability of Tropi- cal Deforestation." Environmenital amid Development Economics 5:309-32. Sunderlin, W. D., 0. Ndoye. H. Bikie. N. Laporte. B. Mertens, and J. Pokam. 2000. "Economic Crisis, Small-Scale Agriculture, and Forest Cover Change in Southern Cameroon." Environtmental Conserva- tion) 27(3):284-90). Wood, A., P. Stedman-Edwards, and J. Mang, eds. 2000. The Root Causes of Biodiversity Loss. London: Earthscan. Wunder, S. 2000). The Econommmics of F,. ,. iii." The Examnple of Ecuador. New York: Houndmills, Macmillan, and St. Martin's. 256 The lA'orld Bank Researclh Observer, vol. 19. no. 2 (Fall 2004) . 2003a. "Foreign Exchange Inflows, Competitiveness and the Expansion of Logging in Five Tropical Countries." Paper presented at the IUFRO workshop Forest Science/Policy Interface in Europe, Africa and the Middle East, June, Copenhagen. - 200(3b. Oil Wealth and the Fate of the Forest: A Comiparativ,e Study oJ Eighit Tropical Developing Countries. London: Routledge. wwr (World Wide Fund for Nature). 200)2. To Dig or Not to Dig. Criteria.lor DeteriningiilirJ the Suitalbility or Acceptability of Mineral Exploration, Extraction and Tran1spor-t froom Ecological and Social Perspectilves. Gland, Switzerland. Sven Wiunder and WVillianm n. Swiderliti 257 I i I Vouchers for Basic Education in Developing Economies: An Accountability Perspective Varun Gauri * Ayesha Vawda Advocates argue that voucher programs can correct the incentive problemns of education systems in developing economies. An accountability perspective, based on a principal-agent framework, was developed to clarify the argumentsfor and against education vouchers. An assessmen7t offindings on vouchier programs in industrial countries and a review of voucher or1 quasi-voucher experiences in Bangladeslh, Chile, Colombia, C6te d'voire, and the Czech Republic support the usefulness of the analytic framework. The assessment concludes that the policy relevance of vouclher programs for developing economies remains uncertain. Major voucher initiatives have been attempted only in countries with a well-developed instituitional infrastructlure. Some studies findfavorable benefits for at least some popula- tion groups, but others find limited effects and evidence of increasing social stratification in sclhools. Whetlher vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program designs. Education systems in developing economies face enormous problems. In many of the poorest countries, there are large gaps in affordable access and staggering differ- ences in attainment between children from poorer and richer households. Even in many middle-income countries that have achieved nearly universal coverage in pri- mary and secondary education, the quality of instruction and learning is low, parti- cularly for poor people. Government spending is often inadequate and inefficiently and inequitably allocated across education inputs and levels of education. Even where education systems are adequately funded, they can be indifferent to families' concerns because they are controlled by inattentive officials or by particular social classes and interest groups. In these settings, high rates of teacher absenteeism and The World Bank Research Observer. vol. 19, no. 2, © The International Bank for Reconstruction and Development / TlHE WORLD BANK 2004: all rights reserved. doi:10.10)9 3/wbro/lkhOl 7 19:2 59-28(0 low enrollment rates for girls are symptomatic of systems with inadequately aligned incentives. What kind of an education system is best able to address these problems? In the broadest terms, there are two archetypes for education systems. In the public arche- type, the government finances education and manages all aspects of schooling, including hiring teachers and constructing schools. The public archetype is useful for building a system from the ground up and for ensuring uniformity among schools, but it is typically less effective at motivating teachers and schools to respond to families' concerns. In the private archetype, schools are privately owned, and families pay the entire cost of tuition. The private archetype gives parents choices among schools, and schools have a strong financial motivation to keep their clients happy. But families unable to pay for a private school lose out. Using the vocabulary of the World Bank's (2003) World Developmtent Report 2004: Making Services Work for Poor People, the public archetype entails the long route of accountability in which students' interests are secured when citizens' voice influences the compacts that pol- icymakers establish with providers, and the private archetype entails the short route of accountability in which the client power of family preferences influences provider organizations and frontline professionals. Analysts and reformers have argued that a combination of the two archetypes- public financing with private provision-is the best way to combine universal access with systemic responsiveness. Parents receive vouchers that can be redeemed at qualifying private schools, or private schools are reimbursed by the state based on their enrollment rates. Thus parents choose the schools their children attend, and schools are financed based on the number of students they attract and are allowed substantial management autonomy to make themselves more attractive. Critics worry that a decline in financing for public schools will eventually destroy the sys- tem of public education, resulting in difficult-to-measure but real consequences for social cohesion, and that voucher programs will exacerbate rather than lessen what are already significant inequalities in access to good education. Despite the popularity (and notoriety) of voucher proposals, there is little empiri- cal evidence on their effects, especially in developing economies. Programs that sub- sidize education are not uncommon in developing areas, particularly those that aim to allay the direct and indirect costs of schooling for girls, low-income groups, and ethnic minorities. 1 Generally speaking, the objective is to increase the likelihood that children in particular groups enroll in and complete school. Voucher programs, on the other hand, generally aim to increase the quality of education among students who are already enrolled by expanding the range of choices. Using a principal-agent framework, this article examines the available studies on the impact of voucher programs and draws inferences about what might be expected from voucher programs in developing economies, what kinds of voucher programs might be most useful, and what elements of the institutional infrastructure will be 260 The World Batk Research Observer, vol. 19. no. 2 (Fall 2004) important for their implementation. The analysis compares the theoretical predic- tions to the evidence on the operation and impact of voucher plans in industrialized countries and then reviews five voucher and quasi-voucher experiments in develop- ing and transition economies. It draws inferences about the ways in which educa- tion vouchers might be useful in low- and middle-income countries. Vouchers and the Principal-Agent Problem In the public archetype, a centralized education department designs a national cur- riculum, finances education out of general revenues, and pays capital and operating costs directly. It also makes all managerial and staffing decisions; negotiates teacher salaries directly with national unions; remunerates and promotes teachers on the basis of negotiated, experience-related criteria; employs evaluations as indicators of need and not performance; and assigns students to schools. Critics contend that the system results in overstaffing, too many unmotivated teachers, unnecessarily high taxes, school administrators indifferent to families, and passive parents with no option but to enroll their children in schools with which they are dissatisfied. These critics advocate voucher systems that depart from the public archetype in three key aspects. First, students are not assigned to a public school based on resi- dence but depending on the details of the program's design, have choices among a variety of other public or private schools. Although elements of choice and competi- tion also exist in public systems-parents choose a school by choosing a residence, and private school options usually exist-vouchers significantly augment them. Second, schools have strong incentives to expand student enrollments because a significant part of school financing is proportional to the number of students enrolled in a given school. The idea is to shift schools' primary accountability for per- formance from the education department, which is politically compromised in its efforts to enforce quality standards, to parents and students, who are the best judges of the education they want for their children. In theory, these incentives will lead the better schools to take steps to improve quality, enhance efficiency, and develop inno- vative approaches to learning. Poorly performing schools will not attract students and will either close or be forced to find a market niche. Some schools might then satisfy demands that the bureaucratically constrained archetypal system cannot meet, such as specializing in computers, the arts, specific languages, certain ethnic traditions or religions, or learning methods for socially disadvantaged students. This aspect of voucher systems focuses not on the simple existence of subsidies to private schools but on the degree to which payments vary with enrollment. In sev- eral European countries, for instance, political resolutions of historical religious struggles entail notions of equal treatment of different denominations, and the state reimburses sectarian schools for some portion of their costs. Most of these are not IVaru Gauri a(nd AYIesha Va1I'da 261 really voucher systems because the reimbursements are not proportional to enroll- ment, are proportional to enrollment but relatively small in magnitude, or are adjusted irregularly, with the result that schools do not have strong incentives to expand enrollments.2 Third, voucher systems require schools to have enough managerial control to respond to parental demand. To be responsive to demand, schools need substantial control over staffing and personnel decisions, budget, and instructional methods. At least limited control over capital expansion, calendar, and curriculum also provide schools with needed flexibility. Voucher programs and proposals differ significantly in the extent of control granted to local schools, leading to large variations in expected outcomes. How much leeway schools have in selecting students or charg- ing additional fees on top of the per student allocation. for example, is likely to result in substantial differences in how much socioeconomic sorting a voucher system will exhibit. Such sorting is one of the principal concerns of voucher opponents. They argue that if vouchers are available to all students, children from advantaged backgrounds (greater income, education, and access to information) would have a significant edge in enrolling in better-performing schools. As more advantaged students choose these schools, performance would continue to improve, leaving students from disad- vantaged backgrounds behind in increasingly less attractive education settings. These dynamics would accelerate not only if students chose schools but if schools were allowed to choose students, either openly or indirectly. New schools would be reluctant to serve disadvantaged students because the costs of educating them would be relatively high. Opponents of vouchers also argue that for a variety of social and political reasons, voucher programs might not function as supporters imagine: Politicians might be reluctant to let public schools close, parents might not value or discern differences in educational quality, and professional norms might impede competitive practices among schools. How can one assess the relevance of the voucher debate for developing econo- mies, where educational institutions are more varied and resource constraints more severe than in industrial countries? Setting aside, at least provisionally, the assump- tions that are difficult to prove or disprove generally-parents know their children's best interests, parents are in a better position to observe school effort than adminis- trative officials, and schools respond to financial incentives just as most other organ- izations do-how well voucher programs can be expected to function depends on key parameters of the institutions and resources in a given developing area. To identify these parameters. it is useful to cast the voucher reform as a payment mechanism in a principal-agent relationship: The state is a principal that pays schools, its agents, for providing educational services that further its objectives. Con- sistent with the voucher idea, agents are assumed to have sufficient management autonomy to deliver the objectives. Clients are free to choose from among the 262 The WA'orld Banik Research Observer. vol. 19, 1o. 2 (Fall 2004) Table 1. The Expected Effect of Key Social and Institutional Parameters on Voucher Programs Social or institutiorial cloaracteristic i - v., .1. ii. . , vou cher programs Parents use student body composition as a proxy for school Increases socioeconomic or racial sorting quality Enrollment is weakly correlated with school effort Weakens productivity effect Teachers and school owners are poorer and more risk averse Reduces welfare gains Determinants of school quality or enrollment are exogenous Weakens productivity effect to the school Professional norms are weak Discourages curricular innovation Monitoring of reported attendance is ineffective Weakens productivity effect .9ource: Authors' compilation. agents. The state rewards schools in a linear compensation contract: Payments are proportional to the number of students they enroll. As a result, the compensation scheme employs intense incentives.3 The state's education objectives are, stated loosely, the same for most governments in the contemporary world: to impart liter- acy, numeracy, a stock of cultural and scientific knowledge, and cognitive skills; to transmit social norms and world views; and to provide educational opportunities that structure life chances based on local interpretations of freedom, equality, and nondiscrimination. In a voucher system. the state usually continues to rely on a national curriculum, the broader institutional landscape, and civil rights laws to guide schools toward those objectives, but it uses student enrollment as the exclu- sive indicator of the effort a given school has exerted to achieve them.4 The principal-agent literature is now fairly advanced, and its findings can be applied directly to the architecture of voucher programs in education (Milgrom and Roberts 1992). The findings can be used to assess key institutional parameters that are likely to affect voucher systems, particularly as they might function in develop- ing economies (table 1). Bias and Noise in the Estimate of Effort Theory indicates that compensation with intense incentives should be based only on performance measures that are strongly correlated with the agent's effort. 5 It is rea- sonable to ask, then, how well enrollment estimates a school's effort at achieving the state's objectives. Parents probably observe aspects of school effort that ministry offi- cials might overlook, such as the attentiveness of staff, the dedication of teachers, and help in securing placement in higher level schools. But parents' assessments might also have systematic biases, such as the tendency to conflate the composition of a school's student body, particularly along socioeconomic and racial dimensions, I'ariui Gauri and Ayjesla VTlavda 263 with the quality of the education offered, and to conflate the quality of education offered with the effort a school exerts.6 Because family background, not school performance, usually explains most of the variance in student performance, such a confusion would bias the state's indicator of school effort. That bias would also create a powerful incentive for schools to attract a student body that parents would find desirable. The preconditions for sig- nificant socioeconomic or racial segregation would be in place. If the potential for such bias is substantial, it will make sense for the compensation formula to include additional variables that correct for the effect of student body composition on demand for a school and on the learning outcomes for which the school is responsible. Moreover, enrollments can also be a noisy estimate of effort. Remoteness or trans- portation costs, changes in the birth rate, migration, returns to education in the econ- omy, and (arguably) cultural expectations about who should be in school are all exogenous determinants of enrollment that are uncorrelated with school effort. In developing economies these exogenous determinants of enrollments could weaken the desired effect of voucher programs on school productivity. Weights for these factors would not be hard to devise, and they would not require frequent adjustment because these exogenous factors change slowly, and changes are generally predictable. Risk-Averse Agents The less comfortable an agent is with risk, the higher the welfare cost the agent bears from intense incentives.' In voucher programs, schools that suffer enrollment declines receive lower revenues, with commensurate impact on the salaries and pro- fessional reputations of staff. The poorer the country, the more likely it is that teach- ers are poor and risk-averse, and the higher the welfare cost of voucher programs to them and their families. A related problem is the transaction costs of transferring ownership of the facility, or the opportunity cost of letting it sit idle, which carries higher welfare costs in countries where capital is in short supply. The Productivity of More Effort Intense incentives are worthwhile only if increments of additional effort produce bet- ter performance. Intense incentives for schools to increase enrollment, although they might elicit greater effort at first, might not improve academic outcomes if, for example, the quality of teacher training is inadequate nationwide, textbooks are routinely stolen, it is difficult to recruit teachers to certain areas, teacher time is siphoned off for political purposes, population density is too low, cultural norms limit girls' attendance, or students are malnourished. There might also be circumstances in which the marginal effect of school effort is powerful, at least over a certain range of effort, as when modest numbers of public 264 Thle 1l7orld( Bank Research Observer, vol. 19, no. 2 (Fall 2004) school students are given vouchers to attend private schools, which often have the capacity to accommodate small numbers of new students with just a little more effort. In that program design (vouchers are awarded to some but not all students), an issue emerges about whether the voucher scheme includes intense incentives for the public schools the students have left and what effects incremental effort on the part of these schools might have on school quality and on the willingness of the stu- dents to stay. In other words, it is important to distinguish a partial equilibrium effect (the incremental gain in learning for students who use vouchers) from the general equilibrium effect (which sums the effect for students who use vouchers and the effect on students left behind in public schools). Relative Compensation among Activities If a compensation scheme with intense incentives rewards certain activities at lower rates, the agent will not perform them. In voucher programs schools are not rewarded for stressing norms or principles of fairness with which many parents might disagree. So if the rules governing, say. equal treatment or ethnic pluralism are not well enforced, the payment scheme will not give schools a reason to pursue those objectives. Of course, the same can be true of compensation schemes without intense incentives, such as those based on subjective evaluation. It can be argued that because processes are difficult to observe, they should not be included in the compensation scheme.9 A related phenomenon is that voucher programs might not stimulate innovation in instruction and curricula, as proponents hope, and might even dampen it, because parents in many contexts are conservative about teaching methods, the selection criteria of higher-level schools and universities remain traditional, and the formula for compensation does not pay schools for innovation or professional development. The Value of Monitoring With intense incentives it pays to monitor the agent's performance carefully (Milgrom and Roberts 1992). In a voucher program, a school will be rewarded if it can exag- gerate enrollment rates and get away with it. It will also be rewarded if it successfully lowers standards for expelling students or if it raises the average grades students can expect to receive, enticing more students to choose the school. Without reliable inspectors and a strong current of professionalism among educators, education departments in developing economies will be hard pressed to monitor how schools behave in response to intense incentives, which in turn will lower the usefulness of the incentives. 1Val-71 G1ui a11 d AnAesht? 1Vwll'da l 265 Voucher Programs in Industrialized Countries Although the framework described here comes directly from theory, empirical work on voucher programs in industrial countries supports its usefulness. In applying the framework, it should be emphasized again that voucher programs take a variety of forms, depending on such things as rules on student eligibility, student admissions. information dissemination, fiscal and pedagogical accountability, the mean and the distribution of the voucher value, and school-level management autonomy. All these influence the expected impact of a given program on academic achievement, equity, innovation, and the state's other educational objectives. Impact evaluations of voucher programs remain sparse. Even so, experiences can be analyzed to deter- mine how key institutional and social variables influence program effects. United States If enrollments are a biased or noisy indicator of school effort, the expected impact of voucher programs on school effort is likely to be weak, with little final impact on out- comes. In the United States, studies of the academic effect of voucher programs in small, privately funded efforts in New York City; Washington, D.C.; Dayton, Ohio; and Charlotte, North Carolina, and targeted, publicly financed programs in Milwaukee, Wisconsin; Cleveland, Ohio; and Florida have found limited or mixed results, consis- tent with that expectation. 1t In New York a private foundation offered scholarships of up to $1,400 to elemen- tary school students enrolled in low-quality public schools. Some 20,000 students applied for the scholarships, and 1,300 were selected through a lottery. Using the lottery as an instrumental variable for private school attendance, Myers and others (2000) compared average reading and math test scores of students who enrolled in private schools with a comparable group of students who did not, and found no sta- tistically significant difference after the second year of the program. Mayer and others (2002) also found no statistically significant difference overall after the third year. But both studies found significant and positive differences for African Americans enrolled in the scholarship program, though not for other racial and ethnic groups. Working with the same data, Krueger and Zhu (2002) argue that the positive effect for African Americans disappears if student with missing baseline data are included and that the effect is sensitive to the definition of race that is used. Studies of the experiments in Dayton and Washington, D.C., also found no differ- ences in achievement between voucher and control group students overall but some possible benefit for African American students (Howell and others 2000; Howell and Peterson 2002). Evaluation of the publicly financed voucher program in Milwaukee has generated considerable controversy, even though it involved only 341 students in 7 nonsectarian schools. Witte (2000) found no consistent difference in achievement 266 Tlhe World Batik Reseoarchi Observer. vol. 1 9. no. 2 (Fall 2004) scores among voucher program participants and public school students, but Greene and others (1997, 1998) reanalyzed the data, comparing results with those for a group of voucher applicants who could not find space in a participating school. They found that participating students did better after four years of enrollment. Rouse (1998) used the same data and found that voucher students did better in math but not in reading and that the math advantage increased over time. Studies of the effects of these voucher programs on public schools and on the stu- dents who remain in the public system have been hard to conduct because the num- bers of students involved have been so small. In Florida's voucher program students in schools deemed to have "failed" two years in a row are given the option of using vouchers in private schools. One study of the program found that all 78 failing schools improved to avoid the voucher threat and argues that this is evidence that voucher programs have positive effects for participants and nonparticipants alike (Greene 200(1). But it is unclear whether the improvements in those schools can be attributed to vouchers per se or to the social and political pressure following a failing grade. New Zealand More direct evidence on bias in the estimate of school effort comes from New Zealand. In the late 1980s and early 1990s successive liberal and conservative governments established a "quasi-voucher" system in basic education (Wylie 1998). Control over teacher hiring, operating budgets, selection of academic missions, student fees, and local fundraising was transferred to self-governing school boards composed of the principal, one teacher, and elected parents. Residency rules were loosened so that parents could choose any school for their children. The system did not establish intense incentives based on enrollment, but schools started to compete for students anyway because they received more operating funds as enrollment increased, salary scales and prestige for principals were linked to school size, and schools gaining stu- dents were widely perceived to be successful, which motivated school boards to expand enrollments. Studies of parental choice in New Zealand (controlling for census-based predicted enrollments and nonmandatory certificate exam scores in secondary schools) found that schools serving largely disadvantaged groups experienced declining enrollment and rising shares of minority students (Fiske and Ladd 2000, 2003). Schools serving advantaged populations were more likely to experience rising enrollment and steady or falling shares of minority students. It appeared that white students were either fleeing schools with large minority populations or pursuing schools with advan- taged students. Additional research suggested that minority students were less likely to consider high-status schools as an option and less likely to attend a nonlocal school (Smithfield Project 199 5). t'aruin Gauri atid .A1esha Vaxwda 267 Although parents' decisions to flee schools with high minority populations might be individually rational, such actions are also consistent with the notion that in some contexts enrollment rates are biased estimates of school quality. There is also evidence of noise in the correlation between enrollment and quality: when one sec- ondary school suffered a number of suicides, enrollment declined dramatically even though it was far from clear that the school atmosphere was causally associated with the suicides (Fiske and Ladd 2000). Schools also used a variety of clever but legal techniques to recruit more advantaged populations. In 1997 these enrollment schemes were used by more than 50 percent of schools in Auckland and Christchurch and 24 percent in Wellington (Fiske and Ladd 2000). The apparent increase in socioeconomic polarization in New Zealand was probably also related to the fact that schools were able to set the level of student fees, as well as the fact that less advantaged parents had a harder time accessing information about the better schools and traveling to them. Sweden Though systematic studies are not available, similar accounts have surfaced about the voucher program in Sweden. From the early 1990s onward, Sweden transferred control and management of schools to municipalities, which began to finance edu- cation based on their own revenues and block transfers from the central govern- ment. Municipalities now grant privately managed "independent" schools, some of which had been receiving state assistance, per pupil subsidies equal to the per pupil financing granted to public schools. The enrollment share of independent schools increased from 1 percent in 1991 to 4 percent in 2002. Parents with children in independent schools appear to be better educated than parents of children in public schools, and they seem to be making choices that avoid schools with large shares of non-Nordic immigrants (Daun 2()0 3). In one large municipality, some schools with large losses in enrollment were unable to attract better teachers, but others were able to establish new market profiles (Daun 2003). United Kingdom Evidence on systematic bias in the estimate of effort is mixed in the United Kingdom, and evidence on the outcomes of the voucher program is unclear. A series of laws beginning in 198(0 created a quasi-market in government-financed basic education (LeGrand 1991: Walford 1997, 2003). The 1988 Education Reform Act transferred control of budgets and personnel hiring to state-maintained schools, linked school funding to age-weighted enrollment figures, allowed parents to send children to any school with available space, and required schools to follow the national curriculum. 268 The lorld Bank Research Observer. vol. 1 9, nio. 2 (Vall 2004) In 1993 schools were allowed to select up to 10 percent of their students on the basis of specific abilities, and existing private schools or independent sponsors were per- mitted to establish grant-maintained schools. Seven new schools were formed from 1993 to 1997, and seven more have been established under the Labour govern- ment, which has retained the voucherlike system. A series of case studies has argued that the choice system has increased socioeco- nomic segregation among schools, as students sorted based partly on the socioeco- nomic mix in schools and as schools started to select students (Ball and Vincent 1998; Gerwitz and others 1995). But statistical analyses of segregation by class have been inconclusive (Gibson and Asthana 2000; Gorard and Fitz 2000; Levacic and Woods 1999), partly because in the previous system, which assigned students to schools based on residence, "selection by mortgage" had already created substan- tial sorting. Achievement scores of students in the system increased during the 1990s, and some studies argue that competition among schools, as measured by private sector enrollment share, number of schools, or a Herfindahl index, is associated with higher test scores (Bradley and Taylor 2002; Millington and Bradley 1998). but other studies find mixed results. One study used interviews with headmasters to try to establish a link between structural competition in a market, measured by the number of firms (or, in this case, schools) or a Herfindahl index, and competitive behavior and found that the relationship is looser than believed because of such attenuating factors as product differentiation (type of education offered) and amount of space available (Levacic 2001). It also found that the impact of competition on performance is sensitive to the measure of competition used. In the early 1990s, the government introduced nationwide testing and required publication of test results and school inspections-a system of "naming and shaming." It is possible that the accountability system, rather than competition for students, motivated school effort. Incentive Problems Some European countries with voucher systems, recognizing the incentive that flat per pupil payments create for schools to select relatively advantaged students and for parents to choose those "successful" schools, transfer additional resources to schools based on the composition of the student body. Holland pays 1.9 times the standard voucher value for each minority student and 1.25 times the value for an economically disadvantaged student (Patrinos 2002a). Sweden also transfers additional resources based on numbers of minority students and students with learning disabilities. In almost all countries, constellations of teachers, local politicians, and voters have successfully resisted efforts to close schools, even schools with low enrollments and declining quality. That is suggestive of the risk aversion (and the political power) of the actors in the education sector, including teachers. Experiences in Varuni Gauri and Ai esha Vaxvla 269 industrial countries also suggest that voucher programs can result in less attention to noncompensated school activities, such as curricular innovation. Consistent with the predictions, case studies have found that pedagogy in England and Wales has become more uniform as schools have come to be ranked on the same hierarchical academic scale. Schools have seemingly expended less effort on pedagogical innovation because they were not rewarded for it and may even have been punished for it because parents tend to be pedagogically conservative (Walford 2003). Fiske and Ladd (2000) also report that some teachers felt that colle- giality had declined in New Zealand schools and that parents, regardless of socioeco- nomic status, rated the quality of schools similarly, resulting in a consistent focus on traditional academics in most schools and little curricular innovation. Both findings are consistent with the notion that when certain activities-in this case professional relations among teachers and pedagogical innovation-are rewarded at lower rates, they will receive less attention. In the United States voucher schools were less likely to have students with disabilities than the public school popu- lation (Myers and others 2000), probably because voucher schools were not com- pensated for taking on students with disablities. Voucher Programs in Developing and Transition Countries Although there have been experiments with demand-side financing in a large number of developing and transition countries (Patrinos 2002b), true voucher programs are rarer. The reforms in Chile and Colombia are probably the only genuine examples. Bangladesh, Cote d'Ivoire, and the Czech Republic have had some quasi-voucher ini- tiatives, which help illustrate the variety of contexts in which voucher programs might be implemented and the results they might achieve. Chile Starting in 1980, Chile transferred management of public primary and secondary schools to municipalities, abolished pay scales and civil servant protections for teachers, started to finance municipal and nonfee-charging private schools at equal rates tied strictly to attendance, and encouraged parents to choose schools based on performance. The democratic government that assumed power in 1989 reestablished salary scales and employment protection for teachers, but otherwise maintained Chile's voucher system. It is probably the closest national-level approximation of a voucher system among developing economies (Gauri 1998). The Chilean voucher system led to a dramatic increase in students enrolled in pri- vate voucher schools, from 15 percent of total enrollment at the beginning of the 1980s to 33 percent in 1996, almost entirely at the expense of municipal schools. 270 The WVorld Bantk Research Obserrer, vol. 19, no. 2 (Fall 2004) Although many teachers shifted to the private subsidized sector, almost no muni- cipal schools closed. There is evidence that the private subsidized schools perform better, based on test scores, than municipal schools (Aedo and Larrafiaga 1994; Rodriguez 1988), but this private advantage disappears or turns negative when stu- dent-level socioeconomic data are included as controls (McEwan 2001; Mizala and Romaguera 1998). McEwan and Carnoy (2000) find that Catholic schools perform better than municipal and nonreligious private voucher schools, but they spend more per student than the other groups of schools. A study that attempted to measure the effects of private school competition on municipal schools found that communities with higher concentrations of private school enrollment had modestly higher positive test scores in the national capital (a net 0.2 standard deviation gain over 15 years) but small negative effects in the rest of the country (McEwan and Carnoy 1999). Another study found that communities with higher private enrollment shares saw public school performance fall from 1982 to 1988 (though the point estimate was significant only at the 10 percent level; Hsieh and Urquiola 2002). The study concludes that even if a voucher system cre- ates incentive effects that lead to improvements in municipal schools, the fact that the better students migrate from municipal to private schools could lead to an over- all decline in municipal school performance. That study also argues that although small numbers of public students might benefit from vouchers to attend private schools, when a voucher system induces large number of students to move to private schools the overall impact can be assessed only by taking the sum of the (assumedly positive) effects for the migrating students, the (assumedly positive) effect of competition on public schools, and the (assumedly negative) effect of the loss to public school students of their most talented peers. It finds no change in national aggregate indicators of achievement, including Chile's ranking in international test scores and the achievement gap between subsi- dized and nonsubsidized elite schools. There is also evidence that both municipal and private schools in Chile took active measures to select more advantaged students during this period (Gauri 1998; Espinola 1995). Chile's experience with vouchers, consistent with the predictions mentioned pre- viously, suggests that when enrollments are the indicator for school effort, schools take steps to make themselves more attractive to parents by enrolling a more advan- taged clientele. New Zealand's experience shows that such sorting effects can be problematic when the supply of schools is fixed. Chile's experience illustrates that sorting can also occur when there is a strong supply response. In Chile the effects of intense incentives based on enrollment were modest in the national capital and zero or negative elsewhere. That is also consistent with the expectation that when school effort is not directly related to productivity, intense incentives do not lead to better performance. That no municipal schools were closed is consistent with the fact that intense incentives can carry costs for risk-averse agents, who will fight efforts to 17arun Gnari and Ayeslia V7awdaz 271 relocate or close schools. Finally, Chile's voucher formula included adjustments for rural schools, in recognition of the need to include covariates of enrollment in intense incentives. Colombia Starting in 1992, Colombia offered vouchers to entering sixth-grade students resid- ing in low-income neighborhoods who had previously attended a public school. The vouchers, renewable through the end of secondary school, were cofinanced by the central government and participating municipalities. Where local demand exceeded the municipal allotment, vouchers were assigned by lottery. The program was designed to help poor students make the transition to secondary school in areas where public schools were filled to capacity. Financing to public schools was not reduced when they lost students to the program. The value of the voucher was initially high enough to pay for tuition at low-cost private schools, but it was not indexed to inflation. By 1998 participating students were typically making out-of-pocket payments equal to the voucher value to cover tuition costs. Most elite private schools in Colombia elected not to accept the vouchers. The program provided vouchers to 125,000 students, or about 1 percent of national secondary enrollment, before it was discontinued in 1997 (Angrist and others 2001; Calder6n 1996: King and others 1997,1998; Montenegro 1995). A quasi-experimental study compared educational and other outcomes among samples of students who won and lost the voucher lottery (Angrist and others 2001). Lottery winners had lower grade repetition rates than losers but were not more likely to be enrolled in school. A sample of lottery winners also scored 0.2 stan- dard deviations higher on standardized tests, controlling for age, gender, parents' schooling, and residence, and almost 0.3 standard deviations higher in a two-stage least squares regression that took into account private school scholarships obtained by lottery losers and scholarships not used by lottery winners. The effects were slightly larger and estimated more precisely for girls than for boys. Lottery winners spent US$52 more on school fees than losers, gave up $41 in reduced earnings because they remained in school longer, and received scholarships that were $74 higher, for a net household contribution of $19. The public spent an extra $24 for each voucher student, net of reduced public school costs. A complete analysis of the net impact of the program in Colombia would estimate not only the direct gains for students who used vouchers but also the program's effect on public school students who lost classmates to the voucher program and the effect on the new classmates of lottery winners. Short of research of that scope, how- ever, Angrist and others (2(001) at least make plausible the argument that in certain circumstances the marginal impact of incremental private school effort can be sub- stantial. That is consistent with the predictions mentioned already, though it should 272 The World Bank Research Observer, v ol. I 9, no. 2 (Fall 2004) be noted that programs like Colombia's do not create intense incentives for schools but instead exploit incentives in existing private schools. The findings from the Colombia program are also consistent with the predictions that the marginal impact of school effort will be lower in rural settings (most participating schools were in the large urban areas) and that schools behave as if families use the socioeconomic com- position of their student body as an indicator of quality (most elite schools in Colombia refused to accept the vouchers). Bangladesh Community-managed, not-for-profit schools enrolled 80-95 percent of secondary school students in Bangladesh in 2001. depending on how religious schools (mnadrassas) are classified. The government subsidized 80 percent of the base teacher salaries at these nongovernment schools, accounting for 79 percent of total govern- ment expenditures at the secondary level in 1997. Because the schools were sup- posed to follow state criteria on number and recruitment of students, the subsidies functioned as a sort of voucher: When schools attracted enough students to warrant hiring another teacher, the government subsidized that increase in enrollments by paying for most of the additional teacher's salary. In private secondary schools student fees for admission, tuition, books, uniforms, stationery, sports, after-hours tutoring, and other activities constituted an average of half to two-thirds of private school revenues. Demand for secondary education was strong enough. and entry requirements in the sector liberal enough, that overall enrollments doubled from 1990 to 199 7, when they reached 7 million students. But the norms for the transfer of the subsidies were weakly enforced. One survey found that in 1998 only 29 percent of principals reported a visit by an inspector in the recent past (World Bank 2000). As a result, schools applied for and received sub- sidies without complying with enrollment and other norms, and the quasi-voucher system did not necessarily create intense incentives to expand school enrollments. The private fees, however, did serve that function. By all accounts, the quality of secondary education in Bangladesh was inadequate despite high per pupil expenditures by international standards. The private schools did not train their teachers or develop new teaching methods, instead relying on the traditional pedagogy of memorization. Textbooks were often unavailable, and charges of cheating, by both students and schools, were not uncommon. The principal pur- pose of secondary education was to screen and winnow university applicants on the basis of the all-important examinations. Promotion rates were as low as 7 5 percent between grades, 1 5 percent of students who enrolled in the first year of secondary school completed a secondary degree, and 6 percent went on to a university. The Bangladeshi experience with a quasi-voucher system is consistent with sev- eral theoretical predictions. Intense incentives can fail to achieve objectives without V"aruno GaiCuri and, Alesha Vawda 273 a functioning monitoring system. School effort will not be related to academic out- comes if exogenous factors. such as textbook shortages and examination pressures, limit returns to effort. Risk-averse actors will lobby to reduce the risk to which voucher programs expose schools. External pressures, such as university exams, will limit curricular innovation and teacher training (World Bank 2000). Cote d'Ivoire Cote d'Ivoire subsidizes private primary schools at rates that are negotiated with umbrella groups for religious (Catholic and Protestant) and secular schools, that vary with school location and tuition charges, and that are loosely tied to the num- ber of students enrolled. These subsidies ranged from $40 to $66 per pupil in 1999. At the secondary school level reimbursements to private schools even more closely resembled a voucher system. In 1999 the government reimbursed private second- ary schools $200-$2 3 3 per year for each "state-sponsored" student. These voucher values were above market tuition rates at some private schools, but about one-tenth the fees at the top ones. Qualifying for sponsorship was not transparent. but it was tied to test scores, which had been the subject of corruption controversies in previous years. Generally, private schools had small permanent teaching staffs and hired public sector teachers on a contractual basis or used "rental" teachers from the government. Private enrollments were 1 3 percent of the national total at the primary level and 3 6 percent at the general secondary level. Some 42 percent of private students at the primary and secondary levels received either direct or indirect state support. The per capita private education subsidy was significantly higher for families in the top income quintile than for families in the lower quintiles. but the same was true for public education, which favored urban areas. Outcomes studies of education subsidies in Cote d'Ivoire are not available. One analysis compared the results of a standardized test administered to five Francophone Sub-Saharan countries (Michaelowa 2001). It noted that although primary edu- cation expenditure as a share of gross domestic product (cil)0 was 50 percent more in Cote d'Ivoire than in Cameroon and three times more than in Madagascar, and its per capita (;t)P was higher than that of both countries, test scores among fifth graders in Cote d'Ivoire were lower. Enrollment rates in C(te d'Ivoire were 54 percent, lower than in Cameroon but higher than in Madagascar. In some regions of Cote d'Ivoire first-grade enrollment rates for girls were as low as 12 percent. Explanations for the inefficiency in expenditures included the short academic year (at 820 hours, one of the shortest in the world); double-shift classes for some stu- dents. which further reduced the hours of schooling: fees and other obstacles to text- book access that resulted in pupil:textbook ratios of 5:1 in urban areas and 10:1 in 274 The l, -l ( 13dllaiik Research Observer. vol. 1 9, 11o. 2 (FaIll 2(04) rural areas: high teacher salaries (an average of nine times gross national product per capita); and small class sizes. which were the lowest among the five comparator nations (LaRocque 1999; World Bank 1998). Although detailed analyses of the voucher program in C6te d'lvoire are not avail- able. the case illustrates that even if schools are given intense incentives, external constraints on performance, such as the labor market for teachers. national rules regarding the school year, and expectations regarding girls' education, can diminish the returns to school effort. In the circumstances, compenisation based on enroll- ment will be weakly productive in raising achievement. Czech Republic Private schools were legalized in the Czech Republic in 1990. At the same time, state-run schools were given authority over enrollment and curricula. Although pri- vate schools at first received 'equal treatment" with respect to public financing, in 1995 their public funding was lowered to 60-9() percent of the funding for state schools. Following complaints about the arbitrariness of the state's funding deci- sions, a new formula in 1999 directed that private schools should receive funding based on a set of defined quality measures. In that scheme state-run schools received separate recurrent budget allocations, determined on a per student, voucherlike basis. The recurrent component had two parts: a base support level, which varied by type of school (on average 50 percent of the per student payment to state schools), and a quality-based payment, with a max- imum total set at 90 percent of the state sector per student subsidy. The average pri- vate school received just under 80 percent of the per student allocation that public schools received. Private secondary schools could charge tuition, which in 1 998 averaged 55-65 percent of the per student allocation going to public secondary schools. Although the enrollment share remained tiny for private primary schools, the secondary school share went from 0.1 percent in 1990 to 9.8 percenit in 1999 (Filer and Munich 200 3: World Bank 2001). Assessments of the voucherlike system of education financing in the Czech Republic remain provisional. One study found that parents witli higher earnings and more education were more likely to choose a private school for their children, but many private schools found their market niche by enrolling students who did not gain admission to the most desirable, oversubscribed public secondary schools. There is little published data on the criteria private schools use to select students or on whether enrollments were functioning as a useful estimate of school effort. Provisional evidence suggested that areas with relatively weak pub- lic schools were more likely to have private schools established (Filer and Munich 200 3). I'uIt ilii Gaurli (((it AqYesha Van'd 275 Conclusion Voucher programs are a potential solution to the problem that governments face in motivating schools, as their agents, to put forth effort. Making school payments proportional to enrollment creates intense incentives to satisfy parents. Enroll- ment is a useful measure of school effort. But because parents frequently conflate student body composition with learning opportunities, voucher programs can create a strong incentive for schools to select advantaged students. Findings in Chile and New Zealand are consistent with this concern. Where administratively feasible, it makes sense to set the voucher value for disadvantaged students at higher levels. as Holland does. Where that is not feasible, which is likely in most developing economies, eligibility for voucher programs might be restricted to the poor. Intense incentives are worthwhile only if more school effort produces better results. For small voucher programs that send modest numbers of students to urban private schools with surplus capacity, as in Colombia's experiment, that might well be true, at least for participating students. (Evidence on aggregate results is still unavailable.) In programs with wide eligibility, the ability of schools to improve learning among large numbers of students is likely to be limited in many developing areas by factors beyond the schools' control, such as the number of qualified teach- ers, the availability of textbooks, and pedagogical traditions. Voucher programs that do not reward innovation may reduce diversity and inno- vation in teaching if parents are pedagogically conservative. Voucher programs in Bangladesh, Chile, Cote d'lvoire, New Zealand, and the United Kingdom did not pro- mote pedagogical innovation. Case studies suggest that pedagogy might even have become more uniform in those countries than before the programs. If implementing voucher programs, governments will need to continue to finance and support teacher training and professional development in private schools. Teachers, school owners, and parents in developing economies are often risk- averse. As a result, strict voucher programs in which poorly performing schools are closed and teachers are laid off carry higher welfare costs and might encounter strong political resistance. Finally, voucher programs reward schools that can get away with exaggerating enrollment rates or loosening education standards. So the effect of intense incentives to expand enrollments will be distorted unless the government establishes a func- tioning monitoring system, which can be expensive. The usefulness of voucher programs for developing economies remains uncertain. Major voucher initiatives have only been attempted in two countries with relatively well-developed institutional infrastructures, Chile and Colombia. Some studies have found favorable benefits for at least some population groups, but others have found limited effects and evidence of increasing social stratification in schools. Whether 276 The Wt'orld Bank Reserech Observer. vol. 1 9, no. 2 (Fall 2004) vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program design. Notes Varun Gauri is Economist in the Development Research Group at the World Bank; his e-mail address is vgauriCaworldbank.org. Ayesha Vawda is Education Specialist at the World Bank: her e-mail address is avawda@.worldbank.org. The authors thank Shantayanan Devarajan. Harry Patrinos, David Plank, Miguel Urquiola. and three anonymous reviewers for useful comments on earlier drafts and Imran Hafiz and Hedy Sladovich for help in preparing the manuscript. 1. Patrinos (2002b) reviews the evidence on subsidies to increase education demand in developing economies, including. for example. Bolsa Escola in Brazil, Progressa in Mexico, Food for Education in Bangladesh, and a community grants program in Pakistan. 2. It is possible that schools will exhibit competitive behavior even in the absence of explicit, intense incentives. In some cases, rivalry for professional status can lead to a "culture ol competition. " as in the New Zealand system. 3. Formally, incentives in a voucher system are modeled as r = ac + j3(e + x + myy. where r represents total payments to the school, a is a base payment for capital costs or in-kind inputs. e is school effort as measured by the number students enrolled, .r is noise in the measurement of enrollments, y is a set of factors that varies with enrollment, andy is a parameter that varies from 0 to 1. The higher the voucher value, 3, the more "intense" the incentives the school faces (Milgrom and Roberts 1992). 4. Another approach would model parents as principals, either alongside or instead of the state as a principal. with the school remaining the agent. But that approach, although useful as an exer- cise, would have limited value for policy. The analytic virtue of the principal-agent framework is that it identifies important contractual parameters of the voucher scheme in the hope that they might be modified to improve social outcomes. If parents are not concerned with broad social out- comes, or if they cannot shape the parameters of contracts with schools--there are reasons to believe that both are true-an approach that makes them principals has limited value for policy- making. The state might design a voucher program in which schools are paid not only for each stu- dent enrolled but an additional amount for students from minorities or from disadvantaged backgrounds, or less if an inflow of immigrants raises average enrollment rates and lowers marginal costs for all schools in a neighborhood. or it may link payments to a weighted average of enroll- ments and test scores. But parents are concerned primarily with the education of their own children and are not likely to pay less if the school fails to fulfill a social objective. Moreover, because school- ing, for economies of scale and social and historical reasons, is provided collectively, parents would have to negotiate the terms of the contract with schools among themselves first, resulting in a diffi- cult collective action problem. As a result, they would be hard pressed to design and modify key parameters of contracts with schools. The framework adopted here focuses on, to the use the lan- guage of World Bank (2003), the policymaker-provider link, and it assumes that the policymakers follow through on their commitment to reward schools on the basis of parental choices. In other words, it does not address issues related to interest group influence, which of course do not disap- pear in a voucher system. 5. The use of a poor measure of effort and the exclusion of observable, exogenous correlates from the contract both raise the expected variance with which effort will be measured. The higher the variance, the higher the implicit costs of contracting (Holmstrom 19 79). 6. This bias on the part of parents is rational if enrolling a child in a school with advantaged peers helps the child learn-if there are peer effects-or if enrolling in such a school is construed as a sign of high achievement by employers and higher level schools-if there are signaling effects. V'arsnti Gaziiri rid Ayeslma Vaw'da 277 7. With a risk-neutral principal and a risk-averse agent, a fee schedule in which the agent bears all the risk is never pareto optimal (Shavell 1979), but a small degree of risk aversion in a linear compen- sation contract will permit a solution close to the first best (Holmstrom and Milgrom 1987). 8. For a formal presentation of this point, see Hsieh and Urquiola (2002). 9. Holmstrom and Milgrom (1987) argue that if two of an agent's activities can be separately observed, the weight to attach to each in the optimal compensation scheme depends not only on the costs and benefits of the activities but on their variances. The higher the variance, the lower is the weight attached to the activity. 10. For a summary of research findings on vouchers in the United States. as well as on charter schools, see Gill and others (2001). That volume argues that differences in academic achievement between conventional public and charter schools in Arizona, Michigan, and Texas are relatively small and mixed in direction, though that might be a consequence of the relative youth of charter schools. Hoxby (2001) argues that areas with greater competition from charter schools exhibit higher achieve- ment. Other reviews include Ladd (2002) and Neal (2002). References Aedo, C., and 0. Larranaga. 1994. "Sistemas de Entrega de los Servicios Sociales: La Experiencia Chilena." In C. Aedo and 0. Larrafiaga, eds., Sistenia de Entrega de los Servicios Sociales: Una Agenda Para la Reforma. Washington, D.C.: Banco Interamericano de Desarrollo. Angrist, J. D., E. Bettinger, E. Bloom, E. King. and M. Kremer. 2001. "Vouchers for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment." NBER Working Paper 8343. National Bureau for Economic Research, Cambridge, Mass. Ball. S.. and C. Vincent. 1998. "'I Heard it on the Grapevine': 'Hot' Knowledge and School Choice." British Journal of Sociology of Education 19(3): 377-400. Bradley, S., and J. Taylor. 2002. "The Effect of the Quasi-Market on the Efficiency-Equity Trade-off in the Secondary School Sector." Bulletin of Economic Research 54(3):295-314. Calder6n, A. 1996. "Voucher Programs for Secondary Schools: The Colombian Experience." Human Capital Development and Operations Policy Working Paper. World Bank, Washington, D.C. Daun, H. 2003. "Markets Forces and Decentralization in Sweden: Impetus for School Development or Threat to Comprehensiveness and Equity?" In D. Plank and G. Sykes. eds., Choosing Chioice: School Choice Policies in Internzationial Perspective. New York: Teachers College Press. Espinola, V. 1995. "The Decentralization of the Educational System in Chile." cIDLWorking Paper. Cen- ter for Research and Teaching Economics, Mexico City. Filer. R., and D. Munich. 2003. "Public Support for Private Schools in Post-Communist Central Europe: Czech and Hungarian Experiences." In D. Plank, and G. Sykes, eds., Choosing Choice: School Choice Policies in International Perspective. New York: Teachers College Press. Fiske, E., and H. Ladd. 2000. WVhen Schools Compete: A C..Li' i.Zj,i Tale. Washington, D.C.: Brookings Institution Press. - 2003. "School Choice in New Zealand: A Cautionary Tale." In D. Plank and G. Sykes, eds., Chzoosing Choice: School Choice Policies in Iuter,iationzal Perspective. New York: Teachers College Press. Gauri, V. 1998. School Choice in Chile: Two Decades of Educational Reform. Pittsburgh. Pa.: University of Pittsburgh Press. Gewirtz, S.. S. J. Ball. and R. Bowe. 1995. Markets, Choice and Equity in Education. Buckingham, UK: Open University Press. Gibson. A.. and S. Asthana. 2)00. "What's in a Number? Commentary on Gorard and Fitz's 'Investigat- ing the Determinants of Segregation between Schools.'" Research Papers in Education 15(2): 133-53. 278 TI'he WVorld Batik Researchl Observer. vol. 19, nio. 2 (Fall 2004) Gill, B.. P. Timpane, K. Ross, and D. Brewer. 2001. Rhetoric versus Reality: Wlhat Wtre Knlotw and lWmat lte Need to Know abouit Vouchiers and Clharter Sclhools. Santa Monica. Calif.: Rand Education. Gorard, S.. and J. Fitz. 2000. "Investigating the Determinants of Segregation between Schools." Research Papers in Educationi 15(2): 11 5-32. Greene, J. 2001. "An Evaluation of the Florida A-Plus Accountability and School Choice Program." Center for Civic Innovation at the Manhattan Institute, New York. Greene, I., P. Peterson. and l. Du. 1997. "Effectiveness of School Choice: The Milwaukee Experiment." Harvard University Program in Education Policy and Governance. Cambridge, Mass. - 1998. "School Choice in Milwaukee: A Randomized Experiment." In Paul E. Peterson and Bryan C. Hassel, eds., Learnin2gfromri Sclhool Choice. Washington, D.C.: Brookings Institution Press. Holmstroni, B. 19 79. "Moral Hazard and Observability." Bell Journal of Economtiics 1o: 74-91. Holmstrom, B., and P. Milgrom. 1987 . "Aggregation and Linearity in Provision of Intertemporal Incen- tives." Econoinetrica 55(2):303-28. Howell, W., and P. Peterson. 2002. Thze Education Gap: Vouchers anrd Urban Schools. Washington, D.C.: Brookings Institution Press. Howell, W.. P. Wolf, P. Peterson, and D. Campbell. 2000. "Test-Score Effects of School Vouchers in Dayton, Ohio. New York City, and Washington, D.C.: Evidence from Randomized Field Trials." Paper presented at the American Political Science Association, September. Washington. D.C. Hoxby. C. M. 2001. "How School Affects the Achievement of Public School Students." Hoover Institu- tion, Stanford, Calif. Hsieh, C.-T., and M. Urquiola. 2002. "When Schools Compete, How Do They Compete? An Assessment of Chile's Nationwide School Voucher Program." Occasional Paper 43. National Center for the Study of Privatization in Education. Teachers College, Columbia University, New York. King. E.. P. Orazem, and D. Wolgemuth. 1998. "Central Mandates and Local Incentives: The Colombia Education Voucher Program." Series on Impact Evaluation of Education Reforms Working Paper 6. World Bank, Development Economics Research Group, Washington. D.C. King. E., L. Rawlings, M. Gutierrez, C. Pardo, and C. Torres. 1997. "Colombia's Targeted Education Voucher Program: Features, Coverage and Participation." Series on Impact Evaluation of Education Reforms Working Paper 3. World Bank, Development Economics Research Group, Washington, D.C. Krueger, A., and P. Zhu. 2002. "Another Look at the New York City School Voucher Experiment." NBER Working Paper 9418. National Bureau for Economic Research, Cambridge. Mass. Ladd. H. 2002. "School Vouchers: A Critical View." Journal of EconomicPerspectives 16(4):3-24. LaRocque. N. 1999. "An Assessment of the Private Education Sector in Cote d'Tvoire." World Bank, Human Development Network, Education Group. Washington. D.C. Le Grand. J. 1991. "Quasi-Markets and Social Policy. " Econornic Journal 101: 12 56-67. Levacic, R. 200]. "An Analysis of Competition and its Impact on Secondary School Examination Performance in England." National Center for the Study of Privatization in Education. Teachers College. Columbia University, New York. Levacic. R., and P. A. Woods. 1999. "Polarisation and Inequality between Secondary Schools in England: Effects on School Practice and Performance." Paper presented at the British Educational Research Association Annual Conference, University of Sussex. Mayer, D., P. Peterson, D. Myers, C. Tuttle, and W. Howell. 2002. "School Choice in New York City after Three Years: An Evaluation of the School Choice Scholarship Program." Mathematica Policy Research, Washington, D.C. McEwan, P. J. 2001. "The Effectiveness of Public, Catholic, and Non-Religious Private Schooling in Chile's Voucher System." Education Economiics 9(2):] () -28. t'a1ruiw GarN-i and Ayesha VaIvda 279 McEwan, P. J., and M. Carnoy. 1999. "The Impact of Competition on Public School Quality: Longitudi- nal Evidence from Chile's V7oucher System." Stanford University, Stanford. Calif. .2000. "The Effectiveness and Efficiency of Private Schools in Chile's Voucher System." Educa- tional Evaluation and Policlj Analyqsis 22(3):213-39. Michaelowa, K. 2001. "Primary Education Quality in Francophone Sub-Saharan Africa: Determinants of Learning Achievement and Efficiency Considerations." World Development 29(10): 1699-716. Milgrom. P., and J. Roberts. 1992. Economics, Organization, and Managemnent. Englewood Cliffs. N.J.: Prentice Hall. Millington, I., and S. Bradley. 1998. "The Effect of Spatial Competition on Secondary School Exam Per- formance." CREED Discussion Paper 4/98. Collaborative Research in Economics and Development. Lancaster University, Department of Economics, Lancaster, UK. Mizala, A., and P. Romaguera. 1998. "Desempeno Escolar y la Eleccion de Colegios: La Experiencia Chilena." University of Chile. Santiago. Montenegro. A. 1995. "An Incomplete Educational Reform: The Case of Colombia." Human Capital Development and Operations Policy, Working Paper 60. World Bank, Washington. D.C. Myers, D., P. Peterson, D. Mayer. J. Chou. and W. Howell. 2000. "School Choice in New York City after Two Years: An Evaluation of the School Choice Scholarship Program." Mathematica Policy Research, Washington, D.C. Neal, D. 20))2. "How Vouchers Could Change the Market for Education." Journal of Econornic Perspec- tives ] 6(4):25-44. Patrinos. H. 2002a. "Private Education and Public Finance: The Netherlands as a Possible NModel." Occasional Paper 59. National Center for the Study of Privatization in Education, Teachers College, Columbia UJniversity. New York. - 2002b. "A Review of Demand-Side Financing Initiatives in Education." World Bank, Washington, D.C. Rodriguez, 1. 1988. "School Achievement and Decentralization Policy: The Chilean Case." Revista de Analisis Econioinico 3(1):75-88. Rouse. C. 1998. "Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program." Quarterly Journal of Economic 113(2):553-602. Shavell, S. 1979. "Risk Sharing and Incentives in the Principal and Agent Relationship." Bell Journal of Economnics 10(1):55-73. Smithfield Project. 1995. Trading in Futures: The Nature of Chzoice in Educational Markets in New Zealand. Wellington. New Zealand: Ministry of Education. Walford. G. 1997. "Diversity, Choice and Selection in England and Wales." Educationial Administration Quarterly 33(2):31-44. .200(3. "School Choice and Educational Change in England and Wales." In D. Plank and G. Sykes. eds., Choosinig Choice: School Choice Policies in Interniational Perspective. New York: Teachers College Press. Witte, J. 20)0)0. The Market Approach to Education. Princeton. N.J.: Princeton University Press. World Bank. 1998. Cote d'Ivoire: Educatiorn and Training Support Project. Washington, D.C. 2000. Bangladesh: Education Sector Review. Washington, D.C. 200(1. Czech Republic: Enh1anicinig the Prospects for Growth with Fiscal Stability. Country Study. Washington, D.C. - (2003. World Developmenit Report 2004: Making Services Workfor Poor People. Washington, D.C. Wylie, C. 1998. "Can Vouchers Deliver Better Education, A Review of the Literature, with Special Reference to New Zealand." New Zealand Council for Educational Research, Wellington. 280 The WVorld Batik Researcli Observer. vol. 19, no. 2 ( Fall 2004) Oxford Journals Online uuiiectuun *" 7I77'I _71- - -- - ;~ T~ i '¢5;^n j \ rw - -. Are you 1ookioi6fnd1& f subject area qutcldy and estj fOm a w ma - af different sources? liFp.pl,'r.,tso c.e, I'D ,neIrro3tnally accIaimed I0utrnM illies onirre n IhV 3 arr- .:.1 , HUMANI, If . CiiiAL ':cliIK:ES 1- A.WJ *C (pMI,i C Eu LI Ai J ON F IrJa CPE LS IVL :'', 1': 1 ' 1: f I: 1-:. * MEDICINE AND HEALTH SCIENCES . PUBLIC HEAUH AND EPIDEMIDLOGY MATHEMATICS, STATISTICS, COMPUTING, AND PHYSICS Your library can subscribe to the whole collection, a particular subject area, or a tailor-made package and enable you to receive full access to journal articles (full text HTML or POF), all with advanced online functionality. Your librarian can control your online subscriptions quickly and easily and can review your institution's usage statistics, 24 hours a day. Pass this information to your librarian and encourage them to visit www.oupjournals.org/librarians F s o . - i. ni,i _ w ww. o u pj o u r n a s .o rg OXFORD UNIVERSITY PRESS I *_ = ;wz&w ~CD + --i Q>U> 0 E ~5.Om >C. aD) CCD °X- o X 1CD CD ( = ° < Q - M < 4 - ) zr a 0. (D - Co CD CD c D , D cg 3 CD X N) 3 o~~~~~~~~~~~~~~~~~~~~~ Co 00 CD C) C: 0 Co~~~~~~~~~~~. 3 HUMAN DEVELOPMENT REPORT 2004 rrs,-ar (.ltilm I eh'ilmenlb ( Imat/c,s (,ttih 1) ndsv PerS/ @ i ~~~United Nations Development Prograomme .i /fill rl/S O)wi/iipm-ltt /f?ip ol 201,1i (i-bunilts p zildis iiiitt Iq il.ti t listItit ,a d1wilsts, ni ti tti t itl i btit, tIsitiltiw 1 s' spi n o itisit, it a ti ittIliteaiige ta ohAuli o deia insoiltl siigttwiis wi;tk.ilhlni lig lifi at itlirritig lil ti( li ss bIt tiltlloatit -\a1filtiv, i'sil", that 0w (IN 1'.17111c.. of globi i/aTill hine l ought to i; l 1lwl r i7 t)l-:l\\-~fielf"11 t mi(N.lt: gvf ida, lIIi,l.l II)'fid pool cooXllu itl>irv El]l1l Inchuh. i rw~~~~~/?, ps9ttlopo- >l)szNidltlwe-bawd coistwiutiona:l. juilidi(;sJ an ocliovi<(-onolinlic si |-jt I)e~~~~~~plic% optlifon to plolnXlo ctilui(llr.l]ibvfn tad :111111 11iill-lifa:l dvi llo( lal(N inl tti EE - u<>~~~~~~~~crlt'X o Y t *, ili slilNc 1 s% a, )litd hilt,ililli I ighl WORLD DEVELOPMENT REPOSRT 200 wotledrlain>n$orr i 7 Et halfstwent Cnf Wtiate (srow/h, nnit/ /n7overiv WorW Baank c18olloi-/ /llil, ldviwr,,l-lld acadc, 2ui5 ,I , w it al. I ,i&-t u ,,,k,d e l'tning ss (Is l