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Education

What are Schools Worth? That Depends on the General Equilibrium Effects - Guest post by Gaurav Khanna

Large-scale educational expansions represent substantial investments of public resources and benefit households by increasing education levels, and therefore productivity in the local economy. However, since they impact both individual behavior and labor markets, convincing causal estimates of their overall benefits are hard to generate.

Do school grants buy student learning? No.

David Evans's picture
A few weeks ago, I participated in a debate on whether school grants buy student learning. I agreed to argue a firm no – as in, “No, school grants do NOT buy student learning” – because I believe the evidence to date strongly supports that. Here I’ll review that evidence.
 
Let me be clear about what I’m not saying.

Can monitoring teachers and students – with no incentive or punishment attached -- improve test scores? Yes.

David Evans's picture
Consider two challenges in global education development:
  1. Effective adult education is difficult to accomplish all over the world.
  2. Quality of education is a problem across many countries in Africa at all levels (primary, secondary, tertiary, adult).

Do More Hours Equal More Learning? Probably, But It Isn't Cheap

David Evans's picture
In many countries around the world, universal primary school enrollment has been achieved. But quality remains an ongoing challenge. How do you get students to learn more? One solution that comes up often in Latin America and the Caribbean is to increase the length of the school day. From Mais Educação in Brazil to Jornada Escolar Completa in Chile, many governments are considering or are already rolling out additional hours to the school day.

Will more hours help?

227 studies later, what actually works to improve learning in developing countries?

David Evans's picture
Yesterday we talked about some of the limitations in systematic reviews of educational research, and how many of the reviews have – on the face of them – varying recommendations. The main recommendations as to what works (principally drawn from the abstracts and introductions) are in the figure below.
 
 

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