Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa

School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills...

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Main Authors:	Bold, Tessa, Filmer, Deon, Martin, Gayle, Molina, Ezequiel, Stacy, Brian, Rockmore, Christophe, Svennson, Jakob, Wane, Waly
Format:	Journal Article
Published:	American Economic Association 2017
Subjects:	EDUCATION INEQUALITY LABOR MARKET PUBLIC SECTOR EDUCATION SPENDING TEACHER EFFORT PRIMARY EDUCATION STUDENT LEARNING
Online Access:	http://hdl.handle.net/10986/29063

id	okr-10986-29063
recordtype	oai_dc
spelling	okr-10986-290632021-05-25T10:54:42Z Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Stacy, Brian Rockmore, Christophe Svennson, Jakob Wane, Waly EDUCATION INEQUALITY LABOR MARKET PUBLIC SECTOR EDUCATION SPENDING TEACHER EFFORT PRIMARY EDUCATION STUDENT LEARNING School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach? 2017-12-20T18:03:26Z 2017-12-20T18:03:26Z 2017-11 Journal Article Journal of Economic Perspectives 0895-3309 http://hdl.handle.net/10986/29063 CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo American Economic Association American Economic Association Publications & Research :: Journal Article Publications & Research Africa Sub-Saharan Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
topic	EDUCATION INEQUALITY LABOR MARKET PUBLIC SECTOR EDUCATION SPENDING TEACHER EFFORT PRIMARY EDUCATION STUDENT LEARNING
spellingShingle	EDUCATION INEQUALITY LABOR MARKET PUBLIC SECTOR EDUCATION SPENDING TEACHER EFFORT PRIMARY EDUCATION STUDENT LEARNING Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Stacy, Brian Rockmore, Christophe Svennson, Jakob Wane, Waly Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
geographic_facet	Africa Sub-Saharan Africa
description	School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach?
format	Journal Article
author	Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Stacy, Brian Rockmore, Christophe Svennson, Jakob Wane, Waly
author_facet	Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Stacy, Brian Rockmore, Christophe Svennson, Jakob Wane, Waly
author_sort	Bold, Tessa
title	Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
title_short	Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
title_full	Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
title_fullStr	Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
title_full_unstemmed	Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
title_sort	enrollment without learning : teacher effort, knowledge, and skill in primary schools in africa
publisher	American Economic Association
publishDate	2017
url	http://hdl.handle.net/10986/29063
_version_	1764468402520326144

Enrollment without Learning : Teacher Effort, Knowledge, and Skill in Primary Schools in Africa

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