When do textbooks matter for achievement? Evidence from African primary schools

Maria Kuecken () and Marie-Anne Valfort ()
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Maria Kuecken: CES - Centre d'économie de la Sorbonne - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique

Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) from HAL

Abstract: Using a within-student analysis, we find no average impact of textbook access (ownership or sharing) on primary school achievement. Instead, it is only for students with high socioeconomic status that one form of textbook access - sharing - has a positive impact.

Keywords: Textbooks; Educational quality; Sub-Saharan Africa; SACMEQ (search for similar items in EconPapers)
Date: 2013-06-01
New Economics Papers: this item is included in nep-afr, nep-edu and nep-ure
Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-00828418
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Citations: View citations in EconPapers (7)

Published in Economics Letters, 2013, 119 (3), pp.311-315. ⟨10.1016/j.econlet.2013.03.012⟩

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Journal Article: When do textbooks matter for achievement? Evidence from African primary schools (2013)
Working Paper: When do textbooks matter for achievement? Evidence from African primary schools (2013)
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Persistent link: https://EconPapers.repec.org/RePEc:hal:cesptp:halshs-00828418

DOI: 10.1016/j.econlet.2013.03.012

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