Chapter 16 Schools, Teachers, and Education Outcomes in Developing Countries

Glewwe, Paul; Kremer, Michael

doi:10.1016/s1574-0692(06)02016-2

Cited by 453 publications

(427 citation statements)

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“…While economists and other researchers have had some success in understanding what policies encourage parents to send their children to school, they have had less success in understanding what policies and programs increase learning among students who are in school (Glewwe and Kremer, 2006). In recent years, many economists have used randomised control trials to try to estimate the impact of specific policies or programs on student learning.…”

Section: Introductionmentioning

confidence: 99%

“…There is ample evidence that students' academic performance is very low in many developing countries (Glewwe and Kremer, 2006;Hanushek and Woessmann, 2008). While earlier research focused on school and teacher characteristics, such as availability of textbooks and teachers' levels of education, more recent research examines school organization and management.…”

Section: Introductionmentioning

confidence: 99%

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The impacts of school management reforms in Madagascar: do the impacts vary by teacher type?

Glewwe

Maiga

2011

Journal of Development Effectiveness

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This paper exploits a recently implemented randomised control trial in Madagascar that focused on management reforms. It investigates whether the impact of the reforms varies by the type of teacher. This is an important issue because Madagascar, like many other developing countries, has recently hired a large number of contract or temporary teachers, who have less training but may be motivated to work harder in order to have their contracts renewed. The management reforms did not have any impact on student test scores. This lack of an impact holds for all types of teachers. It may be that two years is not enough time for the program to have had a measurable impact, but it is also possible that the program is ineffective, at least in the context of Madagascar's educational system. The authors are indebted to Esther Duflo for her contribution to setting up the experimental design for this impact evaluation. They also thank the staff at Madagascar's Ministry of Education, led by Tahinarinoro Razafindramary and Paul Randrianirina, and the staff of Aide et Action, for help in designing the workflow tools, implementing the experiment, and collecting the data. The authors also appreciate Pierre-Emmanuel Couralet and Erika Strand for on-theground supervision during the experiment and Mathieu Laroche and Muriel Nicot-Guillorel for technical support to the Malagasy counterparts. The authors also thank

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impacts of school management reforms in Madagascar: do the impacts vary by teacher type?

Glewwe

Maiga

2011

Journal of Development Effectiveness

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“…5 We chose math test scores because they are one of the most common outcome variables used to proxy educational performance in the literature (Glewwe and Kremer, 2006;Rivkin et al, 2005;Schultz, 2004).…”

Section: Baseline Data Collectionmentioning

confidence: 99%

“…For example, it could be that in countries that have highly competitive education systems with restricted enrollment into high school, poor students will not be able to matriculate to higher levels of school regardless of the level of CCT (or other financial aid) that is offered (Clarke et al, 2000;Glewwe and Kremer, 2006). Many studies have found that providing CCTs conditional on student enrollment does not translate into higher student achievement (Behrman et al, 2005b;Banerjee et al, 2007;Filmer and Schady, 2009b).…”

Section: Introductionmentioning

confidence: 99%

The impact of conditional cash transfers on the matriculation of junior high school students into rural China’s high schools

Song

et al. 2016

Journal of Development Effectiveness

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractThe goal of this study is to examine whether promising a Conditional Cash Transfer (conditional on matriculation) at the start of junior high increases the rate at which disadvantaged students matriculate into high school. Based on a randomized controlled trial involving 1,418 disadvantaged (economically poor) students in rural China, we find that the promise of a CCT has no effect on increasing high school matriculation for the average disadvantaged student. We do find, however, that providing the CCT increases high school matriculation among the subset of disadvantaged students who overestimate the direct costs of attending high school.

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“…For example, sudden and large shifts of government financing to higher education in countries with developing market economies can be perceived as placing adequate financing for basic and secondary education at risk. Some evidence shows that on average, low-income countries spend as much as 14 times more on higher education as on a secondary school student and 34 times more than on a primary school student (ADB 2008b;Glewwe and Kremer 2006). This disparity is a risk at the best of times, and an even greater risk during a recession.…”

Section: Lessons Of the Global Recessionmentioning

confidence: 99%

Global recession and higher education in eastern Asia: China, Mongolia and Vietnam

Postiglione

2011

High Educ

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This paper presents a perspective on the capacity of colleges and universities during past and present economic shocks. The main argument is that the environment of the global recession-an Asia far more economically integrated than during past economic shocks, with more unified aspirations to be globally competitive and socially responsibleno longer delay reforms in higher education. In fact, the global recession has become an opportune time for higher education in Asia, specifically developing countries in eastern (East and Southeast) Asia, to continue reforming governance and administration, access and equity, internal and external efficiency, and regional collaboration. Economic shocks have accelerated reforms in higher education, especially those for promoting innovation in their economies, though more is needed in improving governance and access for underserved populations. This paper examines the cases of China, Mongolia, and Vietnam as examples of how the global recession and regional integration are growing forces in shaping their higher education reform and development. The paper also identifies a series of measures for increasing the resilience of higher education systems in serving poor and vulnerable populations during economic recessions. Responses to the global economic recession by nations in eastern Asia are likely to improve the global shift in economy and human capital.

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Chapter 16 Schools, Teachers, and Education Outcomes in Developing Countries

Cited by 453 publications

References 72 publications

The impacts of school management reforms in Madagascar: do the impacts vary by teacher type?

The impacts of school management reforms in Madagascar: do the impacts vary by teacher type?

The impact of conditional cash transfers on the matriculation of junior high school students into rural China’s high schools

Global recession and higher education in eastern Asia: China, Mongolia and Vietnam

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