Peer effects and textbooks in primary education. Evidence from francophone Sub-Saharan Africa.

Autor/inn/en	Frölich, Markus; Michaelowa, Katharina
Institution	Forschungsinstitut zur Zukunft der Arbeit
Titel	Peer effects and textbooks in primary education. Evidence from francophone Sub-Saharan Africa.
Quelle	Bonn: IZA (2005), 37, 17 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper / Forschungsinstitut zur Zukunft der Arbeit (Bonn). 1519
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
DOI	10.2139/ssrn.672064
Schlagwörter	Empirische Untersuchung; Primarbereich; Schüler; Schülerleistung; Lehrbuch; Schulbuch; Datenanalyse; Wirkung; Afrika; Burkina Faso; Elfenbeinküste; Frankofone Staaten; Kamerun; Madagaskar; Senegal
Abstract	As opposed to many other school inputs, textbooks have frequently been demonstrated to significantly foster student achievement. Using the rich data set provided by the 'Program on the Analysis of Education Systems' (PASEC) for five francophone, sub-Saharan African countries, this paper goes beyond the estimation of direct effects of textbooks on students' learning and focuses on peer effects resulting from textbooks owned by students' classmates. Applying and extending nonparametric estimation methods from the treatment evaluation literature the authors separate the direct effect of textbooks from their peer effect. The latter clearly dominates but depends upon the initial level of textbook availability. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3