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
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)
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2) Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
Working Paper: When do textbooks matter for achievement? Evidence from African primary schools (2013)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:ecolet:v:119:y:2013:i:3:p:311-315
Access Statistics for this article
Economics Letters is currently edited by Economics Letters Editorial Office
More articles in Economics Letters from Elsevier
Bibliographic data for series maintained by Dana Niculescu ().