Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Policy Research Working Paper 10310

Autor/in	Filmer, Deon
Institution	World Bank, Development Research Group
Titel	Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Policy Research Working Paper 10310
Quelle	(2023), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Foreign Countries; Elementary Education; Educational Change; Grade 4; Teacher Effectiveness; Teacher Behavior; Teacher Certification; Educational Attainment; Teacher Recruitment; Academic Achievement; Language Tests; Mathematics Tests; Achievement Gains; Kenya; Madagascar; Mozambique; Tanzania; Togo; Uganda + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Bildungsreform; School year 04; 4. Schuljahr; Schuljahr 04; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Bildungsabschluss; Bildungsgut; Lehrerrekrutierung; Schulleistung; Language test; Sprachtest; Achievement gain; Leistungssteigerung; Kenia; Madagaskar; Mosambik; Tansania
Abstract	Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests--statistically significantly so in language--than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries--gaps are large and significant in some countries but negligible in others. Analysis of teacher demographic and education characteristics--including education level or teacher certification--as well as teacher classroom-level behaviors reveals few systematic differences associated with being hired pre- or post-reform. [Additional support for the working paper from the Research in Improving Systems of Education (RISE) (United Kingdom) and the Knowledge for Change Program (KCP) Trust Fund.] (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01