@article{(Open Science Index):https://publications.waset.org/pdf/9999498,
	  title     = {Gender, Tutoring and Track in Egyptian Education},
	  author    = {Eman Sh. Sayed and  Ray Langsten},
	  country	= {},
	  institution	= {},
	  abstract     = {In Egypt, girls have traditionally been educationally
disadvantaged. This disadvantage, however, has been focused on the
failure to enter school. Increasingly it is recognized that girls who
ever-enroll are at least as likely to complete primary and secondary
education as boys. Still the belief persists that girls, especially those
from poor families, will be disadvantaged in terms of school
expenditures and the transitions to secondary and higher education.
We examine expenditures on tutoring during the final year of
preparatory school, and the transition to specific tracks of secondary
education. Tests during the last year of preparatory largely determine
a student’s educational future. Results show that girls, even girls from
poor families, are not disadvantaged in terms of expenditures,
whether for tutoring, fees or general expenses. Moreover, girls are
more likely than boys to advance to general secondary education, the
track that leads to higher education.
},
	    journal   = {International Journal of Educational and Pedagogical Sciences},
	  volume    = {8},
	  number    = {10},
	  year      = {2014},
	  pages     = {3223 - 3227},
	  ee        = {https://publications.waset.org/pdf/9999498},
	  url   	= {https://publications.waset.org/vol/94},
	  bibsource = {https://publications.waset.org/},
	  issn  	= {eISSN: 1307-6892},
	  publisher = {World Academy of Science, Engineering and Technology},
	  index 	= {Open Science Index 94, 2014},
	}