Pandey, PriyankaDas, JishnuZajonc, Tristan2012-06-222012-06-222006-11https://hdl.handle.net/10986/8866The authors report on a survey of primary public and private schools in rural Pakistan with a focus on student achievement as measured through test scores. Absolute learning is low compared with curricular standards and international norms. Tested at the end of the third grade, a bare majority had mastered the K-I mathematics curriculum and 31 percent could correctly form a sentence with the word "school" in the vernacular (Urdu). As in high-income countries, bivariate comparisons show that higher learning is associated with household wealth and parental literacy. In sharp contrast to high-income countries, these gaps decrease dramatically in a multivariate regression once differences between children in the same school are looked at. Consequently, the largest gaps are between schools. The gap in English test scores between government and private schools, for instance, is 12 times the gap between children from rich and poor families. To contextualize these results within a broader South Asian context, the authors use data from public schools in the state of Uttar Pradesh in India. Levels of learning and the structure of the educational gaps are similar in the two samples. As in Pakistan, absolute learning is low and the largest gaps are between schools: the gap between good and bad government schools, for instance, is 5 times the gap between children with literate and illiterate mothers.en-USCC BY 3.0 IGOACHIEVEMENT SCORESADEQUATE FACILITIESADULT LITERACYADULT LITERACY RATEADULT WORKERSASSESSING LEARNING ACHIEVEMENTBASIC COMPETENCIESBASIC KNOWLEDGECALLCLASSROOMCREATIVE THINKINGCURRICULUMCURRICULUM DEVELOPMENTDELIVERY OF EDUCATIONDISTANCE TO SCHOOLDISTRICT EDUCATIONDONOR SUPPORTEDUCATED CHILDRENEDUCATED GIRLSEDUCATED PARENTSEDUCATION FOR ALLEDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL ACHIEVEMENTEDUCATIONAL ATTAINMENTEDUCATIONAL GAPSEDUCATIONAL INTERVENTIONSEDUCATIONAL LEGISLATIONEDUCATIONAL PARTICIPATIONEDUCATIONAL POLICYEDUCATIONAL RESEARCHEDUCATIONAL STATUSEDUCATIONAL SYSTEMEND OF GRADEENROLLMENTENROLLMENT RATEFIRST GRADEFORMAL SCHOOLINGFREE TEXTBOOKSFUNCTIONALLY ILLITERATEFUTURE RESEARCHGENDER DIFFERENCESGENDER GAPGIRLSHEAD-TEACHERSHIGH SCHOOLHIGHER LEARNINGHIGHER TEST SCORESHOUSEHOLD SURVEYSHUMAN DEVELOPMENTILLITERATE MOTHERSILLITERATE PARENTSINTERVENTIONSLEARNINGLEARNING ACHIEVEMENTLEARNING ACHIEVEMENTSLEARNING LEVELSLITERACYLITERATURELOW ACHIEVEMENTLOW LEARNING ACHIEVEMENTMATH TESTMATHEMATICSMATHEMATICS CURRICULUMMINISTRY OF EDUCATIONMONITORING LEARNING ACHIEVEMENTNET ENROLLMENTNET ENROLLMENT RATENUMBER OF SCHOOLSNUMBER OF STUDENTSNUMERACYPAPERSPARENTAL EDUCATIONPARENTAL INCOMEPARENTAL SUPPORTPRIMARY EDUCATIONPRIMARY EDUCATION PROJECTPRIMARY LEVELPRIMARY SCHOOLPRIMARY SCHOOL COMPLETIONPRIMARY SCHOOLINGPRIMARY SCHOOLSPRIVATE SCHOOLPRIVATE SCHOOLSPUBLIC EDUCATIONPUBLIC SCHOOLPUBLIC SCHOOLSREADINGRELIGIOUS SCHOOLSRETURNS TO EDUCATIONRURAL AREASRURAL PUBLIC SCHOOLSSCHOOL ADMINISTRATIONSCHOOL CHILDRENSCHOOL ENROLLMENTSCHOOL FACTORSSCHOOL GRADUATESCHOOL LEVELSCHOOL PERFORMANCESCHOOL REGISTERSSCIENCE STUDYSECONDARY SCHOOLSECONDARY SCHOOLINGSOUTH ASIANSTIPENDSSTUDENT ACHIEVEMENTSTUDENT CHARACTERISTICSSTUDENT COSTSSTUDENT SCORESSUBJECTSTEACHERTEACHER ABSENTEEISMTEACHER COMMITMENTTEACHER PERFORMANCETEACHERSTEACHINGTEACHING ACTIVITYTEXTBOOKTYPES OF SCHOOLSURBAN SCHOOLSVILLAGE LEVELWORKERSWorld Bank10.1596/1813-9450-4067