IDEAS home Printed from https://ideas.repec.org/a/bla/rdevec/v22y2018i3p1360-1383.html
   My bibliography  Save this article

When do in‐service teacher training and books improve student achievement? Experimental evidence from Mongolia

Author

Listed:
  • Habtamu Fuje
  • Prateek Tandon

Abstract

This study presents evidence from a randomized controlled trial in Mongolia on the impact of in‐service teacher training and books, both as separate educational inputs and as a package. It tests for complementarity of inputs and nonlinearity of returns from education investment, as measured in students’ test scores. The result suggests that the provision of books, on top of teacher training, raises students’ achievement substantially. However, teacher training and books weakly improve test scores when provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource‐poor settings.

Suggested Citation

  • Habtamu Fuje & Prateek Tandon, 2018. "When do in‐service teacher training and books improve student achievement? Experimental evidence from Mongolia," Review of Development Economics, Wiley Blackwell, vol. 22(3), pages 1360-1383, August.
    • Handle: RePEc:bla:rdevec:v:22:y:2018:i:3:p:1360-1383
    DOI: 10.1111/rode.12387
    as

    Download full text from publisher

    File URL: https://doi.org/10.1111/rode.12387
    Download Restriction: no
    File URL: https://libkey.io/10.1111/rode.12387?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Schaffner, Julie & Glewwe, Paul & Sharma, Uttam, 2021. "Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal," Staff Papers 316663, University of Minnesota, Department of Applied Economics.
    2. Glewwe, Paul, 2020. "The role of theory and randomized trials for education policy in developing countries," World Development, Elsevier, vol. 127(C).

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bla:rdevec:v:22:y:2018:i:3:p:1360-1383. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Wiley Content Delivery (email available below). General contact details of provider: http://www.blackwellpublishing.com/journal.asp?ref=1363-6669 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.