To the extent that disability in a given country is correlated with other factors that affect schooling, such as poverty, age, or urban/rural residence, the unadjusted difference in school participation between youth with and without a disability might give a misleading picture of the deficit. Column (i) of Table 6 reports the unadjusted percentage point deficit in current school participation among school-aged children with a disability, and column (ii) reports the deficit after adjusting for potential confounding factors (standard errors are reported in parentheses). The adjustment is carried out, for each survey, using a multivariate Probit model with school participation as the dependent variable. The independent variables include a dummy variable for whether a child has a disability as well as a set of variables capturing potentially confounding variables: age and age squared; a dummy variable for a child’s gender; a dummy variable for urban residence; and dummy variables for each economic status quintile. The effect of the change in the dummy variable for disability—evaluated at the means of all the other variables—is the number reported in column (ii).

**Table 6. Schooling deficits among children ages 6 to 17**<sup>**+**</sup> **with a disability: “raw” differential, and differential after controlling for age, gender, urban residence, and economic status quintile** **<u>(percentage points).</u>**

||_Current scho_<br>_Unadjusted_<br>_(i)_|_ol parti_<br>_Defic_<br>_ot_|_cipation_<br>_it adjusted for_<br>_her factors_<br>_U_<br>_(ii)_|_Ever att_<br>_nadjusted_<br>_(iii)_|_ended sc_<br>_Defic_<br>_ot_|_hool_<br>_it adjusted for_<br>_her factors_<br>_(iv)_|
|---|---|---|---|---|---|---|
|Burundi 2000|-12.2 (5.3) **|-15.8|(4.8) ***<br>-13.5|(5.5) **|-18.7|(4.9) ***|
|Cambodia 1999<sup>#</sup>|-38.8 (5.0) ***|-45.2|(5.5) ***<br>-45.7|(5.1) ***|-56.4|(5.7) ***|
|Cambodia 2000|-22.0 (3.8) ***|-26.6|(4.5) ***<br>-20.3|(3.9) ***|-31.6|(4.7) ***|
|Indonesia 2003<sup>#</sup>|-58.8 (2.7) ***|-67.4|(3.1) ***<br>-45.8|(3.3) ***|-52.9|(4.6) ***|
|Jamaica 1998|-32.7 (6.4) ***|-27.5|(8.0) ***<br>-24.6|(5.7) ***|-18.5|(5.8) ***|
|Mongolia 2000|-20.3 (3.2) ***|-27.9|(3.6) ***<br>-16.9|(3.1) ***|-36.7|(4.2) ***|
|Mozambique 1996<sup>#</sup>|-17.7 (4.5) ***|-17.5|(5.0) ***<br>-12.2|(5.2) **|-14.3|(5.4) ***|
|Romania1995<sup>#</sup>|-38.9 (5.5)***|-53.2|(6.4)***<br>-30.0|(5.4) ***|-50.4|(7.1)***|

_Notes_ :<sup>+</sup> Maximum age is 14 in Burundi.<sup>#</sup> Survey includes vision, hearing, speech, and physical disabilities. Adjusted differentials correspond to the marginal effect of disability in a probit regression of school participation that includes age, age squared, and dummy variables for sex, urban residence, and economic quintile. ***, **, * indicate statistical significance at the 1%, 5%, and 10% levels respectively. Standard errors in parentheses.

In most countries controlling for confounding factors leads to an increase in the school enrollment deficit that can be attributed to disability. This deficit is over 50 percentage points in Indonesia and Romania; between 25 and 45 percentage points in Cambodia, Jamaica, and Mongolia; and slightly less than 20 percentage points in Burundi and Mozambique. In all countries the difference is large and statistically significantly different from zero.

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