Andrabi, TahirDas, JishnuKhwaja, Asim IjazZajonc, Tristan2012-03-192012-03-192009-09-01https://hdl.handle.net/10986/4257Evaluations of educational programs commonly assume that what children learn persists over time. The authors compare learning in Pakistani public and private schools using dynamic panel methods that account for three key empirical challenges to widely used value-added models: imperfect persistence, unobserved student heterogeneity, and measurement error. Their estimates suggest that only a fifth to a half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, estimates from commonly used value-added models significantly understate the impact of private schools on student achievement and/or overstate persistence. These results have implications for program evaluation and value-added accountability system design.CC BY 3.0 IGOACHIEVEMENT TEST SCORESACHIEVEMENT TESTSACTIVE LEARNINGADULT EDUCATIONADULTSBASIC EDUCATIONCATHOLIC SCHOOLSCLASS SIZECLASSROOMCLASSROOM STUDIESCLASSROOM TEACHERSCOGNITIVE ACHIEVEMENTCOGNITIVE SKILLSCOMPARATIVE EDUCATIONEARLY CHILDHOODEARLY GRADESECONOMICS OF EDUCATIONEDUCATED PARENTSEDUCATION FINANCEEDUCATION PROGRAMSEDUCATIONAL ACHIEVEMENTEDUCATIONAL HISTORYEDUCATIONAL INFRASTRUCTUREEDUCATIONAL INTERVENTIONSEDUCATIONAL OUTCOMESEDUCATIONAL PROGRAMSEDUCATIONAL RESEARCHEFFECTIVE TEACHERSELEMENTARY SCHOOLEMPLOYMENTEND OF GRADEEXAMEXAMSEXPENDITURESFIRST GRADEGIRLSGRADE RETENTIONHEAD STARTHOMEWORKHUMAN DEVELOPMENTHUMAN RESOURCESLABORATORY EXPERIMENTSLEARNERSLEARNINGLEARNING LEVELSLEARNING PROCESSLEVEL OF ACHIEVEMENTLITERATURELOW ACHIEVEMENTLOWER ACHIEVEMENTMATHEMATICSMIDDLE SCHOOLPAPERSPARENTAL EDUCATIONPERFORMANCE OF STUDENTSPRIMARY DATAPRIVATE PRIVATEPRIVATE SCHOOLPRIVATE SCHOOL EFFECTPRIVATE SCHOOLINGPRIVATE SCHOOLSPUBLIC SCHOOLPUBLIC SCHOOLSQUALITY TEACHERSREADINGREPORT CARDSRESEARCH INSTITUTERESEARCHERSRURAL VILLAGESCHOOL ATTENDANCESCHOOL COSTSCHOOL COUNTERPARTSSCHOOL EDUCATIONSCHOOL EFFECTIVENESSSCHOOL EFFECTSSCHOOL EFFICIENCYSCHOOL ENROLLMENTSCHOOL HOURSSCHOOL LEVELSCHOOL PERFORMANCESCHOOL QUALITYSCHOOL TYPESSCHOOL YEARSCHOOLINGSKILL DEVELOPMENTSTUDENT ABILITYSTUDENT ACHIEVEMENTSUBJECT MATTERSUBJECTSTEACHERTEACHER INCENTIVESTEACHER QUALITYTEACHERSTEACHINGTEST SCORESTEXTBOOKSTUITIONTUTORINGTUTORSVOUCHERSWorld Bankhttps://doi.org/10.1596/1813-9450-5066