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School Resources, Behavioral Responses and School Quality

Author

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  • Elizabeth Beasley

    (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique)

  • Elise Huillery

    (ECON - Département d'économie (Sciences Po) - Sciences Po - Sciences Po - CNRS - Centre National de la Recherche Scientifique)

Abstract

Increasing school resources has often shown disappointing effects on school quality in developing countries, a lack of impact which may be due to student, parent or teacher behavioral responses. We test the short-term impact of an increase in school resources under parental control using an experimental school grant program in Niger.

Suggested Citation

  • Elizabeth Beasley & Elise Huillery, 2013. "School Resources, Behavioral Responses and School Quality," Working Papers hal-01073604, HAL.
    • Handle: RePEc:hal:wpaper:hal-01073604
    Note: View the original document on HAL open archive server: https://sciencespo.hal.science/hal-01073604
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    Cited by:

    1. Kaushik Basu, 2014. "Randomisation, Causality and the Role of Reasoned Intuition," Oxford Development Studies, Taylor & Francis Journals, vol. 42(4), pages 455-472, December.
    2. Frederico Gil Sander & Intan Nadia Jalil & Rabia Ali, 2013. "Malaysia Economic Monitor, December 2013 : High-Performing Education," World Bank Publications - Reports 16705, The World Bank Group.
    3. Jeffery H. Marshall & Seng Bunly, 2017. "School grants and school performance in rural Cambodia," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 9(3), pages 305-328, July.
    4. Miguel Urquiola, 2015. "Progress and challenges in achieving an evidence-based education policy in Latin America and the Caribbean," Latin American Economic Review, Springer;Centro de Investigaciòn y Docencia Económica (CIDE), vol. 24(1), pages 1-30, December.

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