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

被引：7
|
作者：
Kuecken, Maria [1 ]
Valfort, Marie-Anne [1 ]
机构：
[1] Univ Paris 01, Paris Sch Econ, F-75013 Paris, France
来源：
ECONOMICS LETTERS | 2013年 / 119卷 / 03期
关键词：
Textbooks; Educational quality; Sub-Saharan Africa; SACMEQ; EDUCATION;
D O I：
10.1016/j.econlet.2013.03.012
中图分类号：
F [经济];
学科分类号：
02 ;
摘要：
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. (C) 2013 Elsevier B.V. All rights reserved.
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页码：311 / 315
页数：5
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