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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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2015
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| 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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okr-10986-23446 |
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| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
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 |
| spellingShingle |
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 Fuje, Habtamu Tandon, Prateek When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia |
| geographic_facet |
East Asia and Pacific Mongolia |
| relation |
Policy Research Working Paper;No. 7485 |
| description |
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. |
| format |
Working Paper |
| author |
Fuje, Habtamu Tandon, Prateek |
| author_facet |
Fuje, Habtamu Tandon, Prateek |
| author_sort |
Fuje, Habtamu |
| title |
When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia |
| title_short |
When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia |
| title_full |
When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia |
| title_fullStr |
When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia |
| title_full_unstemmed |
When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia |
| title_sort |
when do in-service teacher training and books improve student achievement? : experimental evidence from mongolia |
| publisher |
World Bank, Washington, DC |
| publishDate |
2015 |
| url |
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 |
| _version_ |
1764453862402424832 |
| spelling |
okr-10986-234462021-04-23T14:04:15Z When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia Fuje, Habtamu Tandon, Prateek 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 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. 2015-12-18T19:46:18Z 2015-12-18T19:46:18Z 2015-11 Working Paper 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 English en_US Policy Research Working Paper;No. 7485 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research East Asia and Pacific Mongolia |