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School quality and educational outcomes in South Africa

  • Anne Case

    (Princeton University)

  • Angus Deaton

    (Princeton University)

That educational inputs should be important determinants of educational outcomes is a proposition that appeals to common sense, but is nevertheless controversial in the literature both for developed and lessdeveloped countries. Surveys by Hanushek (1986), for developed countries, and (1996), for developing countries, argue that school facilities have at best tenuous effects on outcomes, particularly on test scores. Kremer (1996), emphasizes that such a negative overall assessment of the evidence rests on Hanushek’s interpretation of statistically insignificant findings as evidence against an effect of school quality, but notes that there is a singular absence of evidence from developing countries that the pupil-teacher ratio is an important determinant of outcomes.

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Paper provided by Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing. in its series Working Papers with number 993.

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Date of creation: May 1998
Date of revision:
Handle: RePEc:pri:crcwel:wp98-08-case
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