When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia

This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-l...

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Bibliographic Details
Main Authors:	Fuje, Habtamu, Tandon, Prateek
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2015
Subjects:	SKILLS PUBLIC PRIMARY SCHOOLS UNIVERSITY DEGREE COMPARATIVE EDUCATION GENDER INEQUALITY FORMAL EDUCATION SCHOOL TEACHERS BOOK PROVISION TEACHERS ELEMENTARY EDUCATION NUMBER OF SCHOOLS SCHOOLING SCHOOL DROPOUT COST OF TRAINING NUMERACY ENROLLMENT SCHOOL ENROLLMENT GROUPS EDUCATION INVESTMENT EDUCATION POLICY HIGH SCHOOL TEACHER TRAINING PROGRAMS COGNITIVE ACHIEVEMENT EDUCATION OUTCOMES NATIONAL CURRICULUM PAPERS LEARNING MATERIALS TEACHING MATERIALS TRAINING PROGRAMS RURAL POPULATION FACULTY OPEN ACCESS TEXTBOOKS EDUCATION SECTOR KNOWLEDGE LEARNING ENVIRONMENT GRADE SYSTEM EDUCATION FOR ALL EARLY READING QUALITY LEARNING MATERIALS EDUCATION MATERIALS TRAINING TEACHER TRAINING EDUCATION INVESTMENTS EDUCATIONAL ATTAINMENT GRADUATE SECONDARY SCHOOLS SCHOOL PROGRAMS SECONDARY SCHOOL EDUCATED PARENTS PARENTAL EDUCATION WRITING SKILLS STUDENT OUTCOMES STUDENT ACHIEVEMENT EDUCATIONAL INPUTS TRAINING SCHEMES LEARNING FORMAL TRAINING EDUCATION SYSTEM SCHOOL QUALITY RESEARCH SCIENCE STUDY JOB TRAINING MIDDLE SCHOOLS PRIMARY SCHOOL TEACHING SUPPLY OF TEACHERS RADIO LIBRARIES PRIMARY SCHOOLS READING RURAL EDUCATION RELIGIOUS SCHOOLS TEACHER TEACHER RURAL SCHOOLS QUALITY LEARNING SCIENCE TEACHING AIDS CHILDREN WITH DISABILITIES VALUES PRIMARY SCHOOL TEACHERS STUDENT SCHOOLS PARTICIPATION EDUCATION SERVICES LEARNING OUTCOMES ACCESSIBILITY OF SCHOOLS CLASSROOM LIBRARIES VULNERABLE GROUPS STUDENT PERFORMANCE MINISTRY OF EDUCATION PROVISION OF EDUCATION SCHOOL REFORM GER EDUCATIONAL QUALITY RESEARCHERS LITERATURE EDUCATIONAL INSTITUTIONS CLASS SIZE APPROPRIATE TEACHING ELEMENTARY SCHOOL READING BOOKS CURRICULUM TEACHER EDUCATIONAL OUTCOMES TEACHER PREPARATION WRITING CHILDREN EDUCATION INVESTMENT TRAINING OPPORTUNITIES HUMAN RESOURCES ON THE JOB TRAINING RURAL AREAS SERVICE TRAINING PROFESSIONAL DEVELOPMENT GIRLS PUBLIC SCHOOLS UNIVERSITY STUDENTS INTERVENTIONS SCHOOL EDUCATION NUMBER OF STUDENTS PRIMARY EDUCATION ELEMENTARY SCHOOLS CLASSROOM CLASSROOMS ACCESS TO BOOKS SCHOOL SCHOOL INFRASTRUCTURE SECONDARY EDUCATION GRADUATE STUDENTS STUDENT LEARNING SUPPLEMENTARY READING ACADEMIC YEAR PEDAGOGICAL STRATEGIES
Online Access:	http://documents.worldbank.org/curated/en/2015/11/25257500/in-service-teacher-training-books-improve-student-achievement-experimental-evidence-mongolia http://hdl.handle.net/10986/23446

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Summary:	This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-linearity of returns from investment in education as measured by students test scores in five subjects. It takes advantage of a national-scale RCT conducted under the Rural Education and Development project. The results suggest that the provision of books, in addition to teacher training, raises student achievement substantially. However, teacher training and books weakly improve test scores when provided individually. Students whose teachers have received training and whose classrooms have acquired books improved their cumulative score (totaled across five tests) by 34.9 percent of a standard deviation, relative to a control group. Students treated only with books improved their total score by 20.6 percent of a standard deviation relative to a control group of students. On the other hand, extra teacher training did not have a statistically significant effect on the total test score. In addition, providing both inputs jointly improved test scores in most subjects, which was not the case when either input was provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource-poor settings. The policy implication is that isolated education investments, in settings where complementary inputs are missing, could deliver minimal or no return.

When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia

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