Impact of teacher content knowledge on student achievement in a low-income country

Anna Holvio

No wp-2022-23, WIDER Working Paper Series from World Institute for Development Economic Research (UNU-WIDER)

Abstract: This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity.

Keywords: Education quality; Mozambique; Education (search for similar items in EconPapers)
Date: 2022
New Economics Papers: this item is included in nep-ban, nep-dev, nep-edu and nep-ure
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Persistent link: https://EconPapers.repec.org/RePEc:unu:wpaper:wp-2022-23

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