When do textbooks matter for achievement? Evidence from African primary schools
Using 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.
|Date of creation:||01 Jun 2013|
|Publication status:||Published in Economics Letters, Elsevier, 2013, 119 (3), pp.311-315. <10.1016/j.econlet.2013.03.012>|
|Note:||View the original document on HAL open archive server: https://halshs.archives-ouvertes.fr/halshs-00828418|
|Contact details of provider:|| Web page: https://hal.archives-ouvertes.fr/|
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