Publication:
Enrollment without Learning: Teacher Effort, Knowledge, and Skill in Primary Schools in Africa

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dc.contributor.authorBold, Tessa
dc.contributor.authorFilmer, Deon
dc.contributor.authorMartin, Gayle
dc.contributor.authorMolina, Ezequiel
dc.contributor.authorStacy, Brian
dc.contributor.authorRockmore, Christophe
dc.contributor.authorSvennson, Jakob
dc.contributor.authorWane, Waly
dc.date.accessioned2017-12-20T18:03:26Z
dc.date.available2017-12-20T18:03:26Z
dc.date.issued2017-11
dc.description.abstractSchool enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach?en
dc.identifier.citationJournal of Economic Perspectives
dc.identifier.doi10.1596/29063
dc.identifier.issn0895-3309
dc.identifier.urihttps://hdl.handle.net/10986/29063
dc.publisherAmerican Economic Association
dc.rightsCC BY-NC-ND 3.0 IGO
dc.rights.holderAmerican Economic Association
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.subjectEDUCATION
dc.subjectINEQUALITY
dc.subjectLABOR MARKET
dc.subjectPUBLIC SECTOR
dc.subjectEDUCATION SPENDING
dc.subjectTEACHER EFFORT
dc.subjectPRIMARY EDUCATION
dc.subjectSTUDENT LEARNING
dc.titleEnrollment without Learningen
dc.title.subtitleTeacher Effort, Knowledge, and Skill in Primary Schools in Africaen
dc.typeJournal Articleen
dc.typeArticle de journalfr
dc.typeArtículo de revistaes
dspace.entity.typePublication
okr.associatedcontenthttps://www.aeaweb.org/articles?id=10.1257/jep.31.4.185 Journal website (version of record)en
okr.crossref.titleEnrollment without Learning: Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
okr.date.disclosure2017-12-19
okr.doctypePublications & Research::Journal Article
okr.doctypePublications & Research
okr.externalcontentExternal Content
okr.guid909001515649925520
okr.identifier.doi10.1257/jep.31.4.185
okr.identifier.doi10.1596/29063
okr.identifier.doihttps://doi.org/10.1596/29063
okr.identifier.report122571
okr.journal.nbpages185-204
okr.language.supporteden
okr.peerreviewAcademic Peer Review
okr.region.administrativeAfrica
okr.region.geographicalSub-Saharan Africa
okr.topicEducation::Access & Equity in Basic Education
okr.topicEducation::Education For All
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.unitDevelopment Research Group (DECRG)
okr.volume31(4)
relation.isAuthorOfPublication31f46949-2ccf-502a-bdbd-784362f63ce8
relation.isAuthorOfPublication.latestForDiscovery31f46949-2ccf-502a-bdbd-784362f63ce8
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