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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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  • Paul W. Glewwe
  • Eric A. Hanushek
  • Sarah D. Humpage
  • Renato Ravina

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 National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17554.

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Date of creation: Oct 2011
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Publication status: published as School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. Paul W. Glewwe, Eric A. Hanushek, Sarah D. Humpage, Renato Ravina. Paul Glewwe, Education Policy in Developing Countries, Chicago: University of Chicago Press, December 2013, pp. 13-64.
Handle: RePEc:nbr:nberwo:17554

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  1. 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.
  2. 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.
  3. Eric Hanushek & Ludger Woessmann, 2008. "The Role of Cognitive Skills in Economic Development," Discussion Papers 07-034, Stanford Institute for Economic Policy Research.
  4. Guido M. Imbens & Jeffrey M. Wooldridge, 2008. "Recent Developments in the Econometrics of Program Evaluation," NBER Working Papers 14251, National Bureau of Economic Research, Inc.
  5. Karthik Muralidharan & Venkatesh Sundararaman, 2013. "Contract Teachers: Experimental Evidence from India," NBER Working Papers 19440, National Bureau of Economic Research, Inc.
  6. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, MIT Press, vol. 125(1), pages 175-214, February.
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Blog mentions

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. "Thematic Paper: Comprehensive Education," MPRA Paper 45309, University Library of Munich, Germany.
  2. 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.
  3. Rebecca Allen & Jay Allnutt, 2013. "Matched panel data estimates of the impact of Teach First on school and departmental performance," DoQSS Working Papers 13-11, Department of Quantitative Social Science - Institute of Education, University of London.
  4. 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.
  5. Dopart, Alethea & Wodon, Quentin, 2012. "Тематическая Работа: Всестороннее Образование
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45353, University Library of Munich, Germany.
  6. 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.
  7. 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.
  8. Dopart, Alethea & Wodon, Quentin, 2012. "ورقة مواضيعية: التعليم الشامل
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45351, University Library of Munich, Germany.
  9. 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.
  10. Dopart, Alethea & Wodon, Quentin, 2012. "Document thématique : L’éducation globale pour tous
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45352, University Library of Munich, Germany.
  11. Dopart, Alethea & Wodon, Quentin, 2012. "Documento temático: Educación integral
    [Thematic Paper: Comprehensive Education]
    ," MPRA Paper 45354, University Library of Munich, Germany.

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