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School quality and learning gains in rural Guatemala

  • Marshall, Jeffery H.
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    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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    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
    Contact details of provider: Web page: http://www.elsevier.com/locate/econedurev

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    1. 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.
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    4. Hanushek, Eric A. & Woessmann, Ludger, 2007. "The role of education quality for economic growth," Policy Research Working Paper Series 4122, The World Bank.
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    6. Bedi, Arjun S. & Marshall, Jeffery H., 2002. "Primary school attendance in Honduras," Journal of Development Economics, Elsevier, vol. 69(1), pages 129-153, October.
    7. 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.
    8. 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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