Enrollment without Learning

Teacher Effort, Knowledge, and Skill in Primary Schools in Africa

Bibliographic Data

ID4969225
AuthorsTessa Bold (Tessa Bold is Assistant Professor, Institute for International Economic Studies, Stockholm University, Stockholm, Sweden, World Bank, Washington, DC. corresponding author, and her email address is), Deon Filmer (0000-0001-6650-2562, Deon Filmer is a Lead Economist and co-Director of the 2018 World Development Report, World Bank, Washington, DC.), Gayle Martins, Gayle Martin (Gayle Martin is a Program Leader, World Bank, Washington, DC.), Ezequiel Molina (0000-0001-7332-7483, Ezequiel Molina is an Economist, World Bank, Washington, DC.), Brian Stacy (0000-0002-3039-2004, Brian Stacy is an Economist, Economic Research Services, US Department of Agriculture, Washington, DC.), Christophe Rockmore (Christophe Rockmore is Senior Economist, World Bank, Washington, DC.), J Svensson (0000-0002-5097-6218, Jakob Svensson is Professor of Economics, Institute for International Economic Studies, Stockholm University, Stockholm, Sweden.), Waly Wane (Waly Wane is Senior Economists, World Bank, Washington, DC.)
Year2017
Volume31
Issue4
Pages185-204
Publication date2017-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Economic Perspectives (JOURNAL)
Journal identifiersISSN: 0895-3309 • E-ISSN: 1944-7965
PublisherAmerican Economic Association (PUBLISHER • US)
DOI10.1257/jep.31.4.185
OpenAlexW2766051028
LanguageEN
Citations received48
References cited14

School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach

Business · Developing country · Economic growth · Economics · Mathematics education · Medical education · Pedagogy · Political science · Primary education · Teacher Quality · Medicine · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance · Marketing

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