SOCIOECONOMIC DISPARITIES IN EDUCATIONAL ATTAINMENT: EVIDENCE FROM PAKISTAN

Abstract

Socioeconomic disparities in educational attainment represent a critical barrier to Pakistan's human capital development, with 22 million children out of school predominantly from low-SES backgrounds. This mixed-methods study analyzes PSLM 2019-2025 data (n=50,000) alongside Rawalpindi interviews (n=50), finding SES quintile as the strongest predictor (β=1.85, 38% variance explained), compounded by rural penalties (-2.1 years) and gender gaps (OR=0.68). Poorest children average 4.2 years schooling versus 11.8 for richest, with rural×low-SES interactions doubling dropout risk. Stipends offer modest mitigation (OR=1.65) but institutional decay erodes gains. Applying Bourdieu's cultural capital framework, findings reveal structural "shelf-life" decay of educational potential, akin to unrealized renewable resources. Policy recommendations include targeted vouchers, teacher incentives, and equity funding to close gaps, potentially boosting GDP 2-3%. This study bridges quantitative causality with qualitative insights, informing SDG 4 strategies for Pakistan's youth dividend.