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

Maria Kuecken and Marie-Anne Valfort ()

Economics Letters, 2013, vol. 119, issue 3, 311-315

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.

Keywords: Textbooks; Educational quality; Sub-Saharan Africa; SACMEQ (search for similar items in EconPapers)
JEL-codes: A12 I21 N37 (search for similar items in EconPapers)
Date: 2013
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Citations: View citations in EconPapers (6)

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Working Paper: When do textbooks matter for achievement? Evidence from African primary schools (2013)
Working Paper: When do textbooks matter for achievement? Evidence from African primary schools (2013)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecolet:v:119:y:2013:i:3:p:311-315

DOI: 10.1016/j.econlet.2013.03.012

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