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School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010

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  • Glewwe, Paul
  • Hanushek, Eric
  • Humpage, Sarah
  • Ravina, Renato

Abstract

Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students’ years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 “high quality” studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the “high quality” studies. The few variables that do have significant effects – e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence – are not particularly surprising and thus provide little guidance for future policies and programs.

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Bibliographic Info

Paper provided by University of Minnesota, Center for International Food and Agricultural Policy in its series Working Papers with number 120033.

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Date of creation: Jan 2012
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Handle: RePEc:ags:umciwp:120033

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Keywords: Teaching/Communication/Extension/Profession;

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  1. Guido Imbens & Jeffrey Wooldridge, 2008. "Recent developments in the econometrics of program evaluation," CeMMAP working papers, Centre for Microdata Methods and Practice, Institute for Fiscal Studies CWP24/08, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
  2. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 125(1), pages 175-214, February.
  3. Hanushek, Eric A. & Wößmann, Ludger, 2008. "The role of cognitive skills in economic development," Munich Reprints in Economics, University of Munich, Department of Economics 20454, University of Munich, Department of Economics.
  4. Karthik Muralidharan & Venkatesh Sundararaman, 2013. "Contract Teachers: Experimental Evidence from India," NBER Working Papers 19440, National Bureau of Economic Research, Inc.
  5. Paul Glewwe & Michael Kremer & Sylvie Moulin & Eric Zitzewitz, 2000. "Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya," NBER Working Papers 8018, National Bureau of Economic Research, Inc.
  6. Harriet Nannyonjo, 2007. "Education Inputs In Uganda : An Analysis of Factors Influencing Learning Achievement in Grade Six," World Bank Publications, The World Bank, number 6758, October.
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As found by EconAcademics.org, the blog aggregator for Economics research:
  1. Revisitando Una Laptop por Niño
    by Pablo Ibarrarán in Hacia el desarrollo efectivo on 2012-06-18 20:31:27
  2. Development that Works: One Laptop per Child revisited
    by Pablo Ibarrarán in Eval Central on 2012-06-18 10:59:46
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Cited by:
  1. Dopart, Alethea & Wodon, Quentin, 2012. "专题论文:全面教育
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45356, University Library of Munich, Germany.
  2. Stephen Gibbons & Sandra McNally, 2013. "The Effects of Resources Across School Phases: A Summary of Recent Evidence," CEP Discussion Papers dp1226, Centre for Economic Performance, LSE.
  3. Baranov, Igor N., 2012. "Quality of Secondary Education in Russia: Between Soviet Legacy and Challenges of Global Competitiveness," Working Papers 538, Graduate School of Management, St. Petersburg State University.
  4. Dopart, Alethea & Wodon, Quentin, 2012. "Тематическая Работа: Всестороннее Образование
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45353, University Library of Munich, Germany.
  5. Dopart, Alethea & Wodon, Quentin, 2012. "ورقة مواضيعية: التعليم الشامل
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45351, University Library of Munich, Germany.
  6. Dopart, Alethea & Wodon, Quentin, 2012. "Thematic Paper: Comprehensive Education," MPRA Paper 45309, University Library of Munich, Germany.
  7. Richard J. Murnane & Alejandro J. Ganimian, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.
  8. Jing You & Samuel Annim, 2013. "The impact of microcredit on child education: quasi-experimental evidence from rural China," Brooks World Poverty Institute Working Paper Series 18313, BWPI, The University of Manchester.
  9. Dopart, Alethea & Wodon, Quentin, 2012. "Document thématique : L’éducation globale pour tous
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45352, University Library of Munich, Germany.
  10. Dopart, Alethea & Wodon, Quentin, 2012. "Documento temático: Educación integral
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45354, University Library of Munich, Germany.
  11. Rebecca Allen & Jay Allnutt, 2013. "Matched panel data estimates of the impact of Teach First on school and departmental performance," DoQSS Working Papers, Department of Quantitative Social Science - Institute of Education, University of London 13-11, Department of Quantitative Social Science - Institute of Education, University of London.

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