|
EconStor >
Forschungsinstitut zur Zukunft der Arbeit (IZA), Bonn >
IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA) >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/10419/21295
|
| | |
| Title: | | Peer Effects and Textbooks in Primary Education: Evidence from Francophone Sub-Saharan Africa  |
| Authors: | | Frölich, Markus Michaelowa, Katharina |
| Issue Date: | | 2005 |
| Series/Report no.: | | IZA Discussion paper series 1519 |
| Abstract: | | As opposed to many other school inputs, textbooks have frequently been demonstrated to significantly foster student achievement. Using the rich data set provided by the 'Program on the Analysis of Education Systems' (PASEC) for five francophone, sub-Saharan African countries, this paper goes beyond the estimation of direct effects of textbooks on students' learning and focuses on peer effects resulting from textbooks owned by students' classmates. Applying and extending nonparametric estimation methods from the treatment evaluation literature we separate the direct effect of textbooks from their peer effect. The latter clearly dominates but depends upon the initial level of textbook availability. |
| Subjects: | | primary education student achievement evaluation nonparametric estimation |
| JEL: | | C14 C21 O15 |
| Document Type: | | Working Paper |
| Appears in Collections: | | IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)
|
| |
| | |
Download bibliographical data as:
BibTeX
|
| |
Share on:http://hdl.handle.net/10419/21295
|
Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.
|