When do textbooks matter for achievement? Evidence from African primary schools
AbstractUsing a within-student analysis, we find no average impact of textbook access (ownership or sharing) on primary school achievement. Instead, it is only for students with high socioeconomic status that one form of textbook access - sharing - has a positive impact.
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Bibliographic InfoPaper provided by HAL in its series Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) with number halshs-00828418.
Date of creation: 01 Jun 2013
Date of revision:
Publication status: Published, Economics Letters, 2013, 119, 3, 311-315
Note: View the original document on HAL open archive server: http://halshs.archives-ouvertes.fr/halshs-00828418
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Textbooks; Educational quality; Sub-Saharan Africa; SACMEQ;
This paper has been announced in the following NEP Reports:
- NEP-AFR-2013-06-09 (Africa)
- NEP-ALL-2013-06-09 (All new papers)
- NEP-EDU-2013-06-09 (Education)
- NEP-URE-2013-06-09 (Urban & Real Estate Economics)
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