The authors found that students who attended high-fee-paying (trust) schools, elite urban governments schools, and mission schools scored better in mathematics and English achievement than did students in the less-well-endowed government schools and those established by local councils. Much of the variation in the student achievement was attributable to the schools the student attended. Examination results were higher in schools with a high proportion of trained teachers, with a good supply of textbooks, and with a stable faculty (high teacher retention). But once researcher control for these factors, contrary to expectations, some underendowed local council and government schools are more effective at boosting achievement than their counterparts with more resources. So, textbooks and teachers are important in raising achievement, but more research is needed into what characteristics differentiate high-achieving schools from low-achieving schools.
Download Info
To download:
If you experience problems downloading a file, check if you have the
proper application to
view it first. Information about this may be contained
in the File-Format links below. In case of further problems read
the IDEAS help
page. Note that these files are not on the IDEAS
site. Please be patient as the files may be large.
Cited by: (explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)