Teacher Shocks and Student Learning: Evidence from Zambia

Jishnu Das, Stefan Dercon, James Habyarimana and Pramila Krishnan

No 2004-26, CSAE Working Paper Series from Centre for the Study of African Economies, University of Oxford

Abstract: We examine the effect of shocks to teacher inputs on child performance in school. We start with a household optimization framework where parents spend optimally in response to teacher and other school inputs. This helps to isolate the impact of teachers from other inputs. As a proxy measure for these shocks, we use teacher absenteeism during a 30 day period. Shocks to teacher inputs have a significant impact on learning gains. In a sample of students who remained with the same teacher over the two years for which we have test score data, shocks associated with a typical episode of absence lead to a decline of 20-30 percent in learning gains during the year. The size and precision of these estimates is identical for both Mathematics and English. We document that health problems account for over 60 percent of time spent in absence–this is not surprising in a country deeply affected by the HIV/AIDS epidemic. Tackling health problems of teachers and/or reducing the impact of absences by increasing the public provision of teachers (allowing for substitute teachers) is likely to have positive impacts on learning.

JEL-codes: H31 I28 O16 (search for similar items in EconPapers)
Date: 2004
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Related works:
Journal Article: Teacher Shocks and Student Learning: Evidence from Zambia (2007)
Working Paper: Teacher shocks and student learning: evidence from Zambia (2005)
Working Paper: Teacher Shocks and Student Learning: Evidence from Zambia (2004)
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Persistent link: https://EconPapers.repec.org/RePEc:csa:wpaper:2004-26

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