Many Children Left Behind? Textbooks and Test Scores in Kenya
Many Children Left Behind? Textbooks and Test Scores in Kenya
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DOI：
10.1257/app.1.1.112
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发表时间：
2009-01-01
影响因子：
6.2
通讯作者：
Moulin, Sylvie
中科院分区：
文献类型：
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作者：
Glewwe, Paul;Kremer, Michael;Moulin, Sylvie
在肯尼亚农村进行的一项随机评估发现，与以前的文献相反，提供教科书并没有提高平均考试成绩。教科书确实提高了最好的学生的分数（那些有高的预测试成绩），但对其他学生的影响很小。教科书是用英语写的，而英语是大多数学生的第三语言，许多学生不能有效地使用它们。更普遍地说，肯尼亚和许多其他发展中国家的课程往往面向学业成绩优异的学生，使许多学生落后于联合收割机集中教育体系、与教育迅速扩张相关的学生准备的异质性以及不成比例的精英权力。(JEL O15、I21、I28、J13）
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)