The paper examines the linkages between child work and both school attendance and school attainment of children aged 5–17 years using data from a survey based in rural Bangladesh. This paper first looks at school attendance as an indicator of a child’s time input in schooling; then it measures the “schooling-for-age” as a learning achievement or schooling outcome. The results from the logistic regressions show that school attendance and grade attainment are lower for children who are working. The gender-disaggregated estimates show that probability of grade attainment is lower for girls than that of boys. Household permanent income, parental education and supply side correlates of schooling (presence of a primary (grade 1-6) school and secondary (grade 6-10) school in the village) are appeared to be significant determinants of schooling in rural Bangladesh. The results of this study further show that the effect of household permanent income, parental education and presence of secondary school is higher for grade attainment than school attendance.
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