When Can School Inputs Improve Test Scores?
The relationship between school inputs and educational outcomes is critical for educational policy. The authors recognize that households will respond optimally to changes in school inputs and study how such responses affect the link between school...
| Main Authors: | , , , |
|---|---|
| Format: | Policy Research Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, D.C.
2013
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2004/02/3916621/can-school-inputs-improve-test-scores http://hdl.handle.net/10986/14739 |
| id |
okr-10986-14739 |
|---|---|
| recordtype |
oai_dc |
| spelling |
okr-10986-147392021-04-23T14:03:20Z When Can School Inputs Improve Test Scores? Das, Jishnu Dercon, Stefan Habyarimana, James Krishnan, Pramila ACHIEVEMENT ASSETS BINDING CLASS SIZE CLASSROOMS COMPLEMENTS CONCEPTUAL FRAMEWORK DISCOUNT RATE DISTANCE TO SCHOOL DURABLE GOODS EDUCATIONAL ACHIEVEMENT EDUCATIONAL ENVIRONMENT EDUCATIONAL MATERIALS EDUCATIONAL OUTCOMES EDUCATIONAL POLICY EDUCATIONAL RESEARCH ELASTICITIES ELASTICITY ELASTICITY OF SUBSTITUTION ENROLLMENT EXPENDITURES FUTURE RESEARCH GOVERNMENT SUBSIDIES HOUSEHOLD INCOME HOUSEHOLDS HUMAN CAPITAL INCOME INTEREST RATE LEARNING LET LIQUIDITY MARGINAL PRODUCTIVITY MARGINAL UTILITY MARGINAL VALUE OPTIMIZATION PAPERS PERMANENT INCOME POLICY ENVIRONMENT PRESENT VALUE PRODUCTION FUNCTION PRODUCTION FUNCTIONS RISK AVERSION RURAL AREAS RURAL SCHOOLS SCHOOLING SCHOOLS SHORTAGES STREAMS TEACHER TEACHERS TEST SCORES TEXTBOOKS THIN MARKETS UTILITY FUNCTION UTILITY MAXIMIZATION VILLAGES WEALTH EDUCATIONAL RESEARCH EDUCATIONAL POLICIES SCHOOL IMPROVEMENT COGNITIVE PERFORMANCE GRANTS HOUSEHOLD STRUCTURE EDUCATIONAL EXPENDITURES The relationship between school inputs and educational outcomes is critical for educational policy. The authors recognize that households will respond optimally to changes in school inputs and study how such responses affect the link between school inputs and cognitive achievement. To incorporate the forward-looking behavior of households, the authors present a household optimization model relating household resources and cognitive achievement to school inputs. In this framework, if household and school inputs are technical substitutes in the production function for cognitive achievement, the impact of unanticipated inputs is larger than that of anticipated inputs. The authors test the predictions of the model for nonsalary cash grants to schools using a unique data set from Zambia. They find that household educational expenditures and school cash grants are substitutes with a coefficient of elasticity between -0.35 and -0.52. Consistent with the optimization model, anticipated funds have no impact on cognitive achievement, but unanticipated funds lead to significant improvements in learning. This methodology has important implications for educational research and policy. 2013-08-01T19:08:16Z 2013-08-01T19:08:16Z 2004-02 http://documents.worldbank.org/curated/en/2004/02/3916621/can-school-inputs-improve-test-scores http://hdl.handle.net/10986/14739 English en_US Policy Research Working Paper;No.3217 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, D.C. Publications & Research :: Policy Research Working Paper Publications & Research |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACHIEVEMENT ASSETS BINDING CLASS SIZE CLASSROOMS COMPLEMENTS CONCEPTUAL FRAMEWORK DISCOUNT RATE DISTANCE TO SCHOOL DURABLE GOODS EDUCATIONAL ACHIEVEMENT EDUCATIONAL ENVIRONMENT EDUCATIONAL MATERIALS EDUCATIONAL OUTCOMES EDUCATIONAL POLICY EDUCATIONAL RESEARCH ELASTICITIES ELASTICITY ELASTICITY OF SUBSTITUTION ENROLLMENT EXPENDITURES FUTURE RESEARCH GOVERNMENT SUBSIDIES HOUSEHOLD INCOME HOUSEHOLDS HUMAN CAPITAL INCOME INTEREST RATE LEARNING LET LIQUIDITY MARGINAL PRODUCTIVITY MARGINAL UTILITY MARGINAL VALUE OPTIMIZATION PAPERS PERMANENT INCOME POLICY ENVIRONMENT PRESENT VALUE PRODUCTION FUNCTION PRODUCTION FUNCTIONS RISK AVERSION RURAL AREAS RURAL SCHOOLS SCHOOLING SCHOOLS SHORTAGES STREAMS TEACHER TEACHERS TEST SCORES TEXTBOOKS THIN MARKETS UTILITY FUNCTION UTILITY MAXIMIZATION VILLAGES WEALTH EDUCATIONAL RESEARCH EDUCATIONAL POLICIES SCHOOL IMPROVEMENT COGNITIVE PERFORMANCE GRANTS HOUSEHOLD STRUCTURE EDUCATIONAL EXPENDITURES |
| spellingShingle |
ACHIEVEMENT ASSETS BINDING CLASS SIZE CLASSROOMS COMPLEMENTS CONCEPTUAL FRAMEWORK DISCOUNT RATE DISTANCE TO SCHOOL DURABLE GOODS EDUCATIONAL ACHIEVEMENT EDUCATIONAL ENVIRONMENT EDUCATIONAL MATERIALS EDUCATIONAL OUTCOMES EDUCATIONAL POLICY EDUCATIONAL RESEARCH ELASTICITIES ELASTICITY ELASTICITY OF SUBSTITUTION ENROLLMENT EXPENDITURES FUTURE RESEARCH GOVERNMENT SUBSIDIES HOUSEHOLD INCOME HOUSEHOLDS HUMAN CAPITAL INCOME INTEREST RATE LEARNING LET LIQUIDITY MARGINAL PRODUCTIVITY MARGINAL UTILITY MARGINAL VALUE OPTIMIZATION PAPERS PERMANENT INCOME POLICY ENVIRONMENT PRESENT VALUE PRODUCTION FUNCTION PRODUCTION FUNCTIONS RISK AVERSION RURAL AREAS RURAL SCHOOLS SCHOOLING SCHOOLS SHORTAGES STREAMS TEACHER TEACHERS TEST SCORES TEXTBOOKS THIN MARKETS UTILITY FUNCTION UTILITY MAXIMIZATION VILLAGES WEALTH EDUCATIONAL RESEARCH EDUCATIONAL POLICIES SCHOOL IMPROVEMENT COGNITIVE PERFORMANCE GRANTS HOUSEHOLD STRUCTURE EDUCATIONAL EXPENDITURES Das, Jishnu Dercon, Stefan Habyarimana, James Krishnan, Pramila When Can School Inputs Improve Test Scores? |
| relation |
Policy Research Working Paper;No.3217 |
| description |
The relationship between school inputs
and educational outcomes is critical for educational policy.
The authors recognize that households will respond optimally
to changes in school inputs and study how such responses
affect the link between school inputs and cognitive
achievement. To incorporate the forward-looking behavior of
households, the authors present a household optimization
model relating household resources and cognitive achievement
to school inputs. In this framework, if household and school
inputs are technical substitutes in the production function
for cognitive achievement, the impact of unanticipated
inputs is larger than that of anticipated inputs. The
authors test the predictions of the model for nonsalary cash
grants to schools using a unique data set from Zambia. They
find that household educational expenditures and school cash
grants are substitutes with a coefficient of elasticity
between -0.35 and -0.52. Consistent with the optimization
model, anticipated funds have no impact on cognitive
achievement, but unanticipated funds lead to significant
improvements in learning. This methodology has important
implications for educational research and policy. |
| format |
Publications & Research :: Policy Research Working Paper |
| author |
Das, Jishnu Dercon, Stefan Habyarimana, James Krishnan, Pramila |
| author_facet |
Das, Jishnu Dercon, Stefan Habyarimana, James Krishnan, Pramila |
| author_sort |
Das, Jishnu |
| title |
When Can School Inputs Improve Test Scores? |
| title_short |
When Can School Inputs Improve Test Scores? |
| title_full |
When Can School Inputs Improve Test Scores? |
| title_fullStr |
When Can School Inputs Improve Test Scores? |
| title_full_unstemmed |
When Can School Inputs Improve Test Scores? |
| title_sort |
when can school inputs improve test scores? |
| publisher |
World Bank, Washington, D.C. |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2004/02/3916621/can-school-inputs-improve-test-scores http://hdl.handle.net/10986/14739 |
| _version_ |
1764430330596425728 |