School Grants and Education Quality
Experimental Evidence from Senegal
Bibliographic Data
| ID | 9720847 |
|---|---|
| Authors | Pedro Carneiro (0000-0003-1699-6968, University College London, IFS and CEMMAP), Oswald Koussihouèdé (0000-0001-8805-0050, UNESCO International Institute for Educational Planning), Nathalie Lahire (World Bank), Costas Meghir (0000-0002-4448-425X, Yale University), Corina Mommaerts (0000-0001-7066-7351, University of Wisconsin–Madison) |
| Year | 2020 |
| Volume | 87 |
| Issue | 345 |
| Pages | 28-51 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Economica (JOURNAL) |
| Journal identifiers | ISSN: 0013-0427 • E-ISSN: 1468-0335 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ecca.12302 |
| OpenAlex | W2339567320 |
| Language | EN |
| Citations received | 3 |
| References cited | 20 |
The effect of increasing school resources on educational outcomes is a central issue in the debate on improving school quality. In this paper we use a randomized experiment to analyse the impact of a school grants programme in Senegal, which allowed schools to apply for funding for pedagogic improvements of their choice. We find positive effects on test scores at lower grades that persist for at least two years. These effects are concentrated among schools that focused funds on human resources improvements rather than school materials, reinforcing that teachers and principals are a central determinant of school quality
Business · Economic growth · Economics · Mathematics education · Political science · Quality (philosophy) · School choice · Teacher Quality · Test (biology) · Global Educational Reforms and Inequalities · Marketing · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance
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| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |