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EDUCATION AND ECONOMIC GROWTH; A CAUSAL ANALYSIS It similarly seems unlikely that parents have zero concern for peer group. In the presence of direct or indirect peer effects on student learning, parents would be irrational to ignore peer group in their evaluations of schools, and anecdotal evidence suggests that they do not do so. | INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus some thesis and dissertation copies are in typewriter face while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs print bleedthrough substandard margins and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages these will be noted. Also if unauthorized copyright material had to be removed a note will indicate the deletion. Oversize materials e.g. maps drawings charts are reproduced by sectioning the original beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road Ann Arbor Ml 48106-1346 USA 800-521-0600 UMI EDUCATION AND ECONOMIC GROWTH. A CAUSAL ANALYSIS by Sharmistha Self B. A. Jadavpur University 1984 B.Ed. Annamalai University 1994 M. A. Jadavpur University 1986 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctorate of Philosophy Degree Department of Economics in the Graduate School Southern Illinois University at Carbondale April 2002 .
