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  • 2005-2009  (6)
  • 2008
  • 2005  (6)
  • World Bank  (6)
  • [Washington, D.C] : World Bank  (6)
  • Cham : Springer International Publishing AG
  • Academic achievement  (6)
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Language
Years
  • 2005-2009  (6)
Year
Author, Corporation
Publisher
  • [Washington, D.C] : World Bank  (6)
  • Cham : Springer International Publishing AG
Keywords
  • 1
    Online Resource
    Online Resource
    School meals, educational achievement, and school competition : evidence from a randomized evaluation (2005)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3523
    Parallel Title: Kremer, Michael School meals, educational achievement, and school competition
    Keywords: Academic achievement ; School children Food ; Academic achievement ; School children Food
    Abstract: "Vermeersch and Kremer examine the effects of subsidized school meals on school participation, educational achievement, and school finance in a developing country setting. They use data from a program that was implemented in 25 randomly chosen preschools in a pool of 50. Children's school participation was 30 percent higher in the treatment group than in the comparison group. The meals program led to higher curriculum test scores, but only in schools where the teacher was relatively experienced prior to the program. The school meals displaced teaching time and led to larger class sizes. Despite improved incentives, teacher absenteeism remained at a high level of 30 percent. Treatment schools raised their fees, and comparison schools close to treatment schools decreased their fees. Some of the price effects are caused by a combination of capacity constraints and pupil transfers that would not happen if the school meals were ordered in all schools. The intention-to-treat estimator of the effect of the randomized program incorporates those price effects, and therefore it should be considered a lower bound on the effect of generalized school meals. This insight on price effects generalizes to other randomized program evaluations. This paper--a product of the Poverty Reduction and Economic Management 2, Africa Technical Families--is part of a larger effort in the region to increase our understanding of the impact of programs aimed at reaching the Millennium Development Goals"--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 2/14/2005 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    The effect of school type on academic achievement : evidence from Indonesia (2005)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3604
    Parallel Title: Newhouse, David The effect of school type on academic achievement
    Keywords: Academic achievement ; Madrasahs ; Public schools ; Academic achievement ; Madrasahs ; Public schools
    Abstract: "Using data from Indonesia, Newhouse and Beegle to evaluate the impact of school type on academic achievement of junior secondary school students (grades 7-9). Students that graduate from public junior secondary schools, controlling for a variety of other characteristics, score 0.15 to 0.3 standard deviations higher on the national exit exam than comparable privately schooled peers. This finding is robust to OLS, fixed-effects, and instrumental variable estimation strategies. Students attending Muslim private schools, including Madrassahs, fare no worse on average than students attending secular private schools. The results provide indirect evidence that higher quality inputs at public junior secondary schools promote higher test scores. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/13/2005 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Teacher shocks and student learning : evidence from Zambia (2005)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3602
    Parallel Title: Available in another form Teacher shocks and student learning
    Keywords: Absenteeism (Labor) ; Academic achievement ; Teachers ; Absenteeism (Labor) ; Academic achievement ; Teachers
    Abstract: "A large literature examines the link between shocks to households and the educational attainment of children. The authors use new data to estimate the impact of shocks to teachers on student learning in mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks they find large impacts: A 5 percent increase in the teacher's absence rate reduces learning by 4 to 8 percent of average gains over the year. This reduction in learning achievement likely reflects both the direct effect of increased absenteeism and the indirect effects of less lesson preparation and lower teaching quality when in class. The authors document that health problems-primarily teachers' own illness and the illnesses of their family members-account for more than 60 percent of teacher absences; not surprising in a country struggling with an HIV/AIDS epidemic. The relationship between shocks to teachers and student learning suggests that households are unable to substitute adequately for teaching inputs. Excess teaching capacity that allows for the greater use of substitute teachers could lead to larger gains in student learning. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/13/2005 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Incentives to learn (2005)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3546
    Parallel Title: Available in another form Incentives to learn
    Keywords: Academic achievement ; Scholarships ; Teenage girls ; Academic achievement ; Scholarships ; Teenage girls
    Abstract: "The authors report results from a randomized evaluation of a merit scholarship program for adolescent girls in Kenya. Girls who scored well on academic exams received a cash grant and had school fees paid. Girls eligible for the scholarship showed significant gains in academic examination scores (average gain 0.15 standard deviations). There was considerable sample attrition and no significant program impact in the smaller of the two program districts, but in the other district girls showed large gains (average gain 0.22-0.27 standard deviations), and these gains persisted one full year following the competition. There is also evidence of positive program externalities on learning-boys (who were ineligible for the awards) also showed sizable average test gains. Both student and teacher school attendance increased in the program schools. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 4/7/2005 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Activities, employment, and wages in rural and semi-urban Mexico (2005)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3561
    Parallel Title: Verner, Dorte Activities, employment, and wages in rural and semi-urban Mexico
    Keywords: Academic achievement ; Labor market ; Wages ; Academic achievement ; Labor market ; Wages ; Mexico Rural conditions ; Mexico Rural conditions
    Abstract: "The author addresses the labor markets in rural and semi-urban Mexico. The empirical analyses show that non-farm income shares increase with overall consumption levels and, also, with time. Rural-dwellers in lower quintiles of the consumption distribution tend to earn a larger share of their nonagricultural incomes from wage labor activities. For the poorest, low-productivity wage labor activities are important. The quantile wage regression analysis for rural Mexico shows a rather heterogeneous impact pattern of individual characteristics across the wage distribution on monthly wages. The author's findings reveal that education is key to earning higher wages, and that workers in more dispersed rural areas earn less than their peers in semi-urban rural areas (localities with less than 15,000 inhabitants). The rural non-farm sector is heterogeneous and includes a great variety of activities and productivity levels across non-farm jobs. Moreover it can reduce poverty in a couple of distinct but qualitatively important ways in rural Mexico. The analysis of non-farm employment in rural Mexico suggests that the two key determinants of access to employment and productivity in non-farm activities are education and location. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/13/2005 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Families, schools, and primary-school learning : evidence for Argentina and Colombia in an international perspective (2005)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource (38 S.)
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3537
    Parallel Title: Woffmann, Ludger Families, schools, and primary-school learning
    Keywords: Academic achievement ; Academic achievement ; Families ; Families ; School children ; School children ; Academic achievement ; Academic achievement ; Families ; Families ; School children ; School children ; Allgemein bildende Schule ; Bildungsverhalten ; Chancengleichheit ; Bildung ; Familie ; Studium ; Argentinien ; Kolumbien
    Abstract: "This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 4/6/2005 , Also available in print.
    URL: Volltext
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
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