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

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.
Document type :
Journal articles
Complete list of metadatas

Cited literature [12 references]  Display  Hide  Download

https://halshs.archives-ouvertes.fr/halshs-00828418
Contributor : Marie-Anne Valfort <>
Submitted on : Friday, May 31, 2013 - 10:41:17 AM
Last modification on : Wednesday, October 3, 2018 - 10:04:02 PM
Long-term archiving on : Sunday, September 1, 2013 - 4:11:46 AM

File

ManuscriptEconLettersFinal_Kue...
Files produced by the author(s)

Identifiers

Collections

Citation

Maria Kuecken, Marie-Anne Valfort. When do textbooks matter for achievement? Evidence from African primary schools. Economics Letters, Elsevier, 2013, 119 (3), pp.311-315. ⟨10.1016/j.econlet.2013.03.012⟩. ⟨halshs-00828418⟩

Share

Metrics

Record views

243

Files downloads

1405