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  1. Better together?
    heterogeneous effects of tracking on student achievement
    Autor*in: Matthewes, Sönke Hendrik
    Erschienen: [2020]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Schriftenreihe: CEP discussion paper ; no 1706 (July 2020)
    Schlagworte: Bildungsniveau; Allgemeinbildende Schule; Studium; Teilstaat; Deutschland; Tracking; student achievement; school systems; inequality; difference-in-differences; triple-differences; value-added
    Umfang: 1 Online-Ressource (circa 74 Seiten), Illustrationen
  2. Let's stay together
    the effects of repeated student-teacher matches on academic achievement
    Autor*in: Albornoz, Facundo; Contreras T., David; Upward, Richard
    Erschienen: 19 August 2021
    Verlag:  Centre for Economic Policy Research, London

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    Schriftenreihe: Array ; DP16471
    Schlagworte: student-teacher matches; student achievement; looping
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  3. Grading student behavior
    Autor*in: Schoner, Florian; Mergele, Lukas; Zierow, Larissa
    Erschienen: October 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of... mehr

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    Numerous countries require teachers to assign comportment grades rating students' social and work behavior in the classroom. However, the impact of such policies on student outcomes remains unknown. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students' school-to-work transitions as well as cognitive and non-cognitive abilities. Analyzing census data, household surveys, and nationwide student assessments, we show that comportment grading does not meaningfully affect these outcomes and rule out large effect sizes. Our results are consistent with these grades being insufficiently salient for students to alter actual student behaviors.

     
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    hdl: 10419/245456
    Auflage/Ausgabe: This Version: October 2021
    Schriftenreihe: CESifo working paper ; no. 9275 (2021)
    Schlagworte: school reforms; report cards; labor market transition; student achievement
    Umfang: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  4. The unintended effects of the Common Core State Standards on non-targeted subjects
    Autor*in: Arold, Benjamin W.; Shakeel, M. Danish
    Erschienen: June 2021
    Verlag:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate... mehr

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    From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in non-targeted subjects in models with state and year fixed effects. Using student achievement data from the NAEP, we show that the CCSS had a negative effect on student achievement in non-targeted subjects. This negative effect is largest for underprivileged students, exacerbating racial and socioeconomic student achievement gaps. Using teacher surveys, we show that the CCSS caused a reduction in instructional focus on nontargeted subjects.

     
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    Schriftenreihe: Ifo working papers ; 354 (2021)
    Schlagworte: Common core; education standards; student achievement; education policy
    Umfang: 1 Online-Ressource (circa 75 Seiten), Illustrationen
  5. Instruction time and student achievement
    the moderating role of teacher qualifications
    Autor*in: Wedel, Katharina
    Erschienen: January 2021
    Verlag:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student... mehr

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    Recent evidence suggests a positive effect of the quantity of instruction on student achievement. In this paper, I focus on the interaction between the quantity and the quality of instruction. Using international TIMSS data, I exploit within-student between-subject variation. I find that on average, an additional hour of instruction time leads to an increase of 0.03 standard deviations in students' test scores across all countries. Importantly, these effects of instruction time are significantly larger for students with better qualified teachers, resulting in an increase in test scores of 0.04 to 0.05 standard deviations. While on average, instruction time has no significant effect in developing countries, it increases test scores by 0.02 standard deviations when taught by a high-qualified teacher also in developing countries.

     
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    hdl: 10419/229891
    Schriftenreihe: Ifo working papers ; 344 (2021)
    Schlagworte: Instruction time; student achievement; teacher qualifications; education production function; TIMSS
    Umfang: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  6. The effect of teacher characteristics on students' science achievement
    Autor*in: Sancassani, Pietro
    Erschienen: February 2021
    Verlag:  ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich, Germany

    Using data from TIMSS 2015, an international large-scale assessment of student skills, I investigate the effect of teacher characteristics on students' science achievement. My identification strategy exploits the feature that in many education... mehr

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    Using data from TIMSS 2015, an international large-scale assessment of student skills, I investigate the effect of teacher characteristics on students' science achievement. My identification strategy exploits the feature that in many education systems different science domains (physics, biology, chemistry, and earth science) are taught by different teachers. The availability of students' test scores as well as teachers' questionnaires for each of these domains allows me to implement a withinstudent approach which controls for unobserved student heterogeneity. I find a positive and significant effect of teacher specialization in the specific science domain on students' results, equivalent to 1.7% of a standard deviation. Holding a Master's degree, pedagogical preparation and teaching experience have no significant effect. Teachers' experience has a negative impact on the extent to which students like to study a subject or find teaching engaging.

     
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    hdl: 10419/231544
    Schriftenreihe: Ifo working papers ; 348 (2021)
    Schlagworte: Teachers; student achievement; teacher characteristics; education production function; TIMSS
    Umfang: 1 Online-Ressource (circa 39 Seiten)
  7. Effects of scaling up private school choice programs on public school students
    Autor*in: Figlio, David N.; Hart, Cassandra M. D.; Karbownik, Krzysztof
    Erschienen: May 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students’ outcomes.... mehr

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    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students’ outcomes. Program expansion modestly benefited students (through higher standardized test scores and lower absenteeism and suspension rates) attending public schools closer to more pre-program private school options. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes.

     
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    hdl: 10419/235426
    Schriftenreihe: CESifo working paper ; no. 9056 (2021)
    Schlagworte: school choice; school competition; externalities; student achievement; behavioural outcomes
    Umfang: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  8. New evidence on the importance of instruction time for student achievement on international assessments
    Autor*in: Bietenbeck, Jan; Collins, Matthew
    Erschienen: September 2020
    Verlag:  Department of Economics, School of Economics and Management, Lund University, Lund

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    hdl: 10419/260310
    Schriftenreihe: Working paper / Department of Economics, Lund University ; 2020, 18
    Schlagworte: instruction time; student achievement; PISA; TIMSS
    Umfang: 1 Online-Ressource (circa 22 Seiten)
  9. Class size and learning: has India spent too much on reducing class size?
    Autor*in: Datta, Sandip; Kingdon, Geeta Gandhi
    Erschienen: March 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper examines the efficacy of class-size reductions as a strategy to improve pupils' learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student's... mehr

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    This paper examines the efficacy of class-size reductions as a strategy to improve pupils' learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student's achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.

     
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    hdl: 10419/236261
    Schriftenreihe: Discussion paper series / IZA ; no. 14230
    Schlagworte: class size; student achievement; India
    Umfang: 1 Online-Ressource (circa 37 Seiten), Illustrationen
  10. The effect of universal full-day Kindergarten on student achievement
    Autor*in: Friesen, Jane; Krauth, Brian; Cohn, Ricardo Meilman
    Erschienen: [2022]
    Verlag:  [Simon Fraser University, Department of Economics], [Burnaby]

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    Schriftenreihe: [Discussion papers] / [Simon Fraser University, Department of Economics] ; [dp 22, 01]
    Schlagworte: reading and numeracy skills; Kindergarten; student achievement
    Umfang: 1 Online-Ressource (circa 34 Seiten), Illustrationen
  11. The effects of centralisation of school governance and funding on inequalities in education lessons from a policy reform in Hungary
    Autor*in: Zoltán, Hermann; Semjén, András
    Erschienen: 2021
    Verlag:  Institute of Economics, Centre for Economic and Regional Studies, Budapest

    In 2013 the responsibility for school governance and funding has been transferred from local governments to a central government agency in Hungary. The key objectives of this reform, as stated by policy makers, was to mitigate interjurisdictional... mehr

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    In 2013 the responsibility for school governance and funding has been transferred from local governments to a central government agency in Hungary. The key objectives of this reform, as stated by policy makers, was to mitigate interjurisdictional inequalities in education. This paper explores whether the reform had an equalizing effect on education resources on the one hand, and student achievement on the other. First, we estimate elasticities of per-student school expenditures to average income in municipalities. The results reveal a substantial equalization of school resources: before the reform rich municipalities had spent significantly more on education than poor ones, while after the reform no difference in school spending can be detected. Second, we ask whether the equalization of resources had an effect on inequalities in student achievement. Student achievement is measured by test score in grade 6 and grade 8. The results show no equalization in this respect, suggesting that inequalities in school quality were hardly affected by the reform.

     
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    hdl: 10419/256909
    Schriftenreihe: KRTK KTI working papers ; KRTK KTI WP - 2021, 38 (October, 2021)
    Schlagworte: centralisation; school governance; school finance; public management reform; inequality; student achievement
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen
  12. Impact of teacher content knowledge on student achievement in a low-income country
    Autor*in: Holvio, Anna
    Erschienen: March 2022
    Verlag:  United Nations University World Institute for Development Economics Research, Helsinki, Finland

    This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally... mehr

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    This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student's first language, urban or rural location of the school, and the match of students and teachers in their knowledge.

     
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    ISBN: 9789292671549
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    hdl: 10419/259379
    Schriftenreihe: WIDER working paper ; 2022, 23
    Schlagworte: teacher content knowledge; student achievement; teacher quality; Mozambique
    Umfang: 1 Online-Ressource (circa 25 Seiten)
  13. International student mobility and academic performance
    does timing matter?
    Autor*in: Granja, Cintia Denise; Visentin, Fabiana
    Erschienen: 14 December 2021
    Verlag:  Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT), Maastricht, The Netherlands

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    Schriftenreihe: Working paper series / United Nations University, UNU-MERIT ; #2021, 049
    Schlagworte: Tertiary education; international student mobility; academic performance; grades; student achievement; propensity score matching; difference in differences
    Umfang: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  14. Time-varying linear transformation models with fixed effects and endogeneity for short panels
    Autor*in: Botosaru, Irene; Muris, Chris; Sokullu, Senay
    Erschienen: [2022]
    Verlag:  Department of Economics, McMaster University, Hamilton, Ontario

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    Schriftenreihe: Department of Economics working paper series / McMaster University, Department of Economics ; 2022, 01
    Schlagworte: Nichtlineare Regression; Fixed-Effects-Modell; Panel; Schätztheorie; Lernmethode; Bildungsniveau; USA; Nonlinear panel model; fixed effects; endogeneity; partial effects; time-varying transformation; student achievement
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  15. Teacher labor market equilibrium and student achievement
    Autor*in: Bates, Michael; Dinerstein, Michael; Johnston, Andrew; Sorkin, Isaac
    Erschienen: January 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains... mehr

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    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains from reallocating teachers within a district. Using an estimated equilibrium model of the teacher labor market, we find that achieving most of these gains requires directly affecting teachers' preferences over schools. In contrast, directly affecting principals' selection of teachers can lower student achievement. Our analysis highlights the importance of equilibrium and second-best reasoning in analysing teacher labor market policies.

     
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    hdl: 10419/252068
    Schriftenreihe: CESifo working paper ; no. 9551 (2022)
    Schlagworte: teachers; public sector labor markets; student achievement
    Umfang: 1 Online-Ressource (circa 106 Seiten), Illustrationen
  16. Making the grade
    the effect of teacher grading standards on student outcomes
    Autor*in: Gershenson, Seth; Holt, Stephen B.; Tyner, Adam
    Erschienen: September 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards... mehr

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    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively understudied. Using administrative data that links individual students and teachers in 8th and 9th grade Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards in Algebra I increase student learning both in Algebra I and in subsequent math classes. The effect on student achievement is positive and similar in size across student characteristics and levels of ability, students' relative rank within the classroom, and school context. High teacher grading standards also lead to a modest reduction in student absences.

     
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    hdl: 10419/265777
    Schriftenreihe: Discussion paper series / IZA ; no. 15556
    Schlagworte: teachers; grade inflation; student achievement
    Umfang: 1 Online-Ressource (circa 28 Seiten), Illustrationen
  17. Global universal basic skills
    current deficits and implications for world development
    Autor*in: Gust, Sarah; Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: October 2022
    Verlag:  CESifo, Munich, Germany

    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional... mehr

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    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1% of world population and 99.4% of world GDP. We find that at least two-thirds of the world's youth do not reach basic skill levels, ranging from 24% in North America to 89% in South Asia and 94% in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11% of discounted GDP.

     
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    hdl: 10419/267262
    Schriftenreihe: CESifo working papers ; 10029 (2022)
    Schlagworte: Bildungsniveau; Qualifikation; Wirtschaftswachstum; Welt; skills; student achievement; development goals; economic growth
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  18. Global universal basic skills
    current deficits and implications for world development
    Autor*in: Gust, Sarah; Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: October 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional... mehr

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    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1% of world population and 99.4% of world GDP. We find that at least two-thirds of the world's youth do not reach basic skill levels, ranging from 24% in North America to 89% in South Asia and 94% in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11% of discounted GDP.

     
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    Sprache: Englisch
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    hdl: 10419/267385
    Schriftenreihe: Discussion paper series / IZA ; no. 15648
    Schlagworte: Bildungsniveau; Qualifikation; Wirtschaftswachstum; Welt; skills; student achievement; development goals; economic growth
    Umfang: 1 Online-Ressource (circa 76 Seiten), Illustrationen
  19. How does testing young children influence educational attainment and well-being?
    Autor*in: Green, Colin; Nyhus, Ole Henning; Salvanes, Kari Vea
    Erschienen: October 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    How much young children should be tested and graded is a highly contentious issue in education policy. Opponents consider it detrimental to child mental health, leading to misaligned incentives in educational policy and having little if any redeeming... mehr

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    How much young children should be tested and graded is a highly contentious issue in education policy. Opponents consider it detrimental to child mental health, leading to misaligned incentives in educational policy and having little if any redeeming impact on educational performance. Others see early testing of children as a necessary instrument for identifying early underachievement and educational targeting while incentivising schools to improve the educational performance of children. In practice, there is large crosscountry variation in testing regimes. We exploit random variation in test-taking in mathematics among early primary school children in Norway, a low testing environment. We examine two forms of testing, complex but low-stakes mathematics tests and relatively easy screening tests aimed at identifying children in need of educational assistance. In general, we demonstrate zero effects of testing exposure on later test score performance but benefits for screening tests on low-performing students. While we demonstrate no negative effects on student welfare, we do find an indication that testing improves aspects of teaching practices and students' perceptions of teacher feedback and engagement.

     
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    hdl: 10419/267423
    Schriftenreihe: Discussion paper series / IZA ; no. 15686
    Schlagworte: student assessment; testing; student achievement
    Umfang: 1 Online-Ressource (circa 34 Seiten), Illustrationen
  20. Global universal basic skills: current deficits and implications for world development
    Autor*in: Gust, Sarah; Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: [2022]
    Verlag:  Stanford Institute for Economic Policy Research (SIEPR), Stanford, CA

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    Schriftenreihe: Working paper / Stanford Institute for Economic Policy Research (SIEPR) ; no. 22, 33 (October, 2022)
    Schlagworte: Bildungsniveau; Qualifikation; Wirtschaftswachstum; Welt; Education and Economic Development; Human Resources; Human Development; Income Distribution; Migration; Empirical Studies of Economic Growth; Aggregate Productivity; Cross-Country Output Convergence; skills; student achievement; development goals; economic growth
    Umfang: 1 Online-Ressource (circa 76 Seiten), Illustrationen
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    Auch erschienen als: NBER working paper series no. 30566
  21. The expanding landscape of online education
    who engages and how they fare
    Autor*in: Barrow, Lisa; Morris, Wesley; Sartain, Lauren
    Erschienen: [2022]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    Online offerings at traditional brick-and-mortar universities have become common, though some question if online courses can adequately substitute for the in-person college experience. We explore changes in undergraduate online course enrollment at a... mehr

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    Online offerings at traditional brick-and-mortar universities have become common, though some question if online courses can adequately substitute for the in-person college experience. We explore changes in undergraduate online course enrollment at a large, public 4-year system and the impacts of online courses on student outcomes. Online enrollment in courses nearly doubled from 2012 to 2019 when almost 40 percent took at least one class online. Female students and older students were especially likely to take online classes. Using an instrumental variables approach, we find that GPAs are higher in the terms when students take at least one class online. However, we do not find evidence that online course taking results in increased degree completion. While online course offerings offer students flexibility, those who take online courses may need additional advising for online learning to translate into higher rates of graduation.

     
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    hdl: 10419/272813
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2022, 52 (November 2022)
    Schlagworte: higher education; education quality; online education; educational attainment; student achievement
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  22. How does testing young children influence educational attainment and well-being?
    Autor*in: Green, Colin; Nyhus, Ole Henning; Salvanes, Kari Vea
    Erschienen: [2022]
    Verlag:  Department of Economics, Norwegian University of Science and Technology, Trondheim, Norway

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    Schriftenreihe: Working paper series / [Department of Economics, Norwegian University of Science and Technology] ; no. 2022, 3
    Schlagworte: student assessment; testing; student achievement
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen
  23. Effects of scaling up private school choice programs on public school students
    Autor*in: Figlio, David N.; Hart, Cassandra M. D.; Karbownik, Krzysztof
    Erschienen: April 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students' outcomes.... mehr

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    Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students' outcomes. Program expansion modestly benefited students (through higher standardized test scores and lower absenteeism and suspension rates) attending public schools closer to more pre-program private school options. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes.

     
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    hdl: 10419/236373
    Schriftenreihe: Discussion paper series / IZA ; no. 14342
    Schlagworte: school choice; school competition; student achievement; behavioral outcomes
    Umfang: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  24. Peer effects and textbooks in primary education : Evidence from francophone sub-Saharan Africa
    Autor*in: Frölich, Markus; Michaelowa, Katharina
    Erschienen: 2004
    Verlag:  Hamburg Institute of International Economics (HWWA), Hamburg

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    hdl: 10419/19283
    Schriftenreihe: HWWA Discussion Paper ; 311
    Schlagworte: Allgemein bildende Schule; Lehrmittel; Unterricht
    Weitere Schlagworte: (stw)Allgemeinbildende Schule; (stw)Lehrmaterial; (stw)Unterricht; (stw)Frankofones Afrika; primary education; student achievement; evaluation; nonparametric estimation; Allgemeinbildende Schule; Lehrmaterial; Unterricht; Schwarzafrika; Peer effect; jel:O15; jel:C21; jel:C14; Peer effect; Arbeitspapier; Graue Literatur
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  25. Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa
    Autor*in: Michaelowa, Katharina
    Erschienen: 2002
    Verlag:  Hamburg Institute of International Economics (HWWA), Hamburg

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