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School quality and learning gains in rural Guatemala

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  • Marshall, Jeffery H.
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    Abstract

    I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies - including the number of school days, teacher content knowledge and pedagogical methods - are robust predictors of achievement. A series of decompositions by student ethnicity and type of school shed some additional light on important questions in the Guatemalan context, and beyond. The large indigenous test score gap is not explained by differences in an extensive list of observable features of schools. The large effect for community characteristics suggests peer group effects or more general institutional differences related to services or labor markets. PRONADE community schools are associated with moderate gains vis--vis public schools in areas related to utilization of capacity, such as days worked. But these gains are largely offset by lower teacher capacity, which highlights the challenge of improving school quality in poor, rural areas.

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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 28 (2009)
    Issue (Month): 2 (April)
    Pages: 207-216

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    Handle: RePEc:eee:ecoedu:v:28:y:2009:i:2:p:207-216

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    Web page: http://www.elsevier.com/locate/econedurev

    Related research

    Keywords: Human capital Economic development Efficiency Resource allocation;

    References

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    1. Paul Glewwe, 2002. "Schools and Skills in Developing Countries: Education Policies and Socioeconomic Outcomes," Journal of Economic Literature, American Economic Association, vol. 40(2), pages 436-482, June.
    2. Hernandez-Zavala, Martha & Patrinos, Harry Anthony & Sakellariou, Chris & Shapiro, Joseph, 2006. "Quality of schooling and quality of schools for indigenous students in Guatemala, Mexico, and Peru," Policy Research Working Paper Series 3982, The World Bank.
    3. Jimenez, Emmanuel & Sawada, Yasuyuki, 1999. "Do Community-Managed Schools Work? An Evaluation of El Salvador's EDUCO Program," World Bank Economic Review, World Bank Group, vol. 13(3), pages 415-41, September.
    4. Alan S. Blinder, 1973. "Wage Discrimination: Reduced Form and Structural Estimates," Journal of Human Resources, University of Wisconsin Press, vol. 8(4), pages 436-455.
    5. World Bank, 2004. "Poverty in Guatemala," World Bank Publications, The World Bank, number 15066, October.
    6. Bedi, A.S. & Marshall, J.H., 2000. "Primary school attendance in Honduras," ISS Working Papers - General Series 19066, International Institute of Social Studies of Erasmus University Rotterdam (ISS), The Hague.
    7. Hanushek, Eric A. & Woessmann, Ludger, 2007. "The role of education quality for economic growth," Policy Research Working Paper Series 4122, The World Bank.
    8. David Neumark, 1988. "Employers' Discriminatory Behavior and the Estimation of Wage Discrimination," Journal of Human Resources, University of Wisconsin Press, vol. 23(3), pages 279-295.
    9. Glewwe, Paul, et al, 1995. "An Eclectic Approach to Estimating the Determinants of Achievement in Jamaican Primary Education," World Bank Economic Review, World Bank Group, vol. 9(2), pages 231-58, May.
    10. Michael Kremer & Nazmul Chaudhury & F. Halsey Rogers & Karthik Muralidharan & Jeffrey Hammer, 2005. "Teacher Absence in India: A Snapshot," Journal of the European Economic Association, MIT Press, vol. 3(2-3), pages 658-667, 04/05.
    11. Santibanez, Lucrecia, 2006. "Why we should care if teachers get A's: Teacher test scores and student achievement in Mexico," Economics of Education Review, Elsevier, vol. 25(5), pages 510-520, October.
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    Cited by:
    1. Marchionni, Mariana & Vazquez, Emmanuel & Pinto, Florencia, 2012. "Desigualdad educativa en la Argentina. Análisis en base a los datos PISA 2009
      [Education Inequality in Argentina. An analysis based on PISA 2009 data]
      ," MPRA Paper 56420, University Library of Munich, Germany.
    2. Lant Pritchett, Justin Sandefur, 2013. "Context Matters for Size: Why External Validity Claims and Development Practice Don't Mix-Working Paper 336," Working Papers 336, Center for Global Development.
    3. Marchionni, Mariana & Pinto, Florencia & Vazquez, Emmanuel, 2013. "Determinantes de la desigualdad en el desempe├▒o educativo en la Argentina
      [Determinants of the inequality in PISA test scores in Argentina]
      ," MPRA Paper 56421, University Library of Munich, Germany.

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