Developing Asia’s infrastructure gap results from both inadequate public resources and a lack of effective channels to mobilize private resources toward desired outcomes. The public-private partnership (PPP) mechanism has evolved to fill the infrastructure gap. However, PPP projects are often at risk of becoming distressed, or worst, being terminated because of the long-term nature of contracts and the many different stakeholders involved. This paper applies survival-time hazard analysis to estimate how project-related, macroeconomic, and institutional factors affect the hazard rate of the projects. Empirical results show that government’s provision of guarantees, involvement of multilateral development banks, and existence of a dedicated PPP unit are important for a project’s success. Privately initiated proposals should be regulated and undergo competitive bidding to reduce the hazard rate of the project and the corresponding burden to the government. Economic growth leads to successful project outcomes. Improved legal and institutional environment can ensure PPP success.

Understanding the factors that influence early science achievement is crucial for developing effective educational policies and ensuring equity within the education system. Despite its importance, research on the patterns of young children achieving science learning milestones and the factors that can reduce disparities between students with and without disabilities remains limited. This study analyzes data from the Early Childhood Longitudinal Study of Kindergarten Cohort 2011 (ECLS-K: 2011), which includes 18,174 children from 1328 schools across the United States, selected through a complex sampling process and spanning kindergarten to 5th grade. Utilizing survival analysis, the study finds that children with disabilities achieve science milestones later than their peers without disabilities, with these disparities persisting from early grades. The research highlights the effectiveness of center-based programs in enhancing science learning, particularly in narrowing the achievement gap between children with and without disabilities. These findings contribute to the broader discourse on equity in the education system and policy by introducing novel methodologies for assessing the frequency and duration of science learning milestones, and by providing insights into effective strategies that support equitable science education.