The Permanent Input Hypothesis: The Case of Textbooks and (No) Student Learning in Sierra Leone
The Permanent Input Hypothesis: The Case of Textbooks and (No) Student Learning in Sierra Leone
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永久输入假设：塞拉利昂教科书和（无）学生学习的案例
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Anastasia Marshak
中科院分区：
文献类型：
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作者：
Shwetlena Sabarwal;David K. Evans;Anastasia Marshak
塞拉利昂的一个教科书提供方案表明，政府向学校提供的学习投入的波动性如何促使学校管理人员储存这些投入，以平滑未来的消费。这一过程反过来又导致目前对学生学习投入的利用率低。一项向小学提供教科书的公共项目的随机试验对教师行为产生了适度的积极影响，但对学生的表现没有影响。在许多治疗学校，学生获得教科书的机会实际上并没有增加，因为大部分教科书被储存起来，而不是分发给学生。与此同时，储蓄书籍的倾向与校长对政府转移书籍的不确定性呈正相关。有证据表明，对未来转移支付有高度不确定性的学校更有可能存储高比例的当前转移支付。这些结果表明，减少学校输入流的不确定性可能会导致更高的当前输入使用的学生学习。为了有效的方案设计，公共政策方案必须考虑到中间行为者的前瞻性行为。
A textbook provision program in Sierra Leone demonstrates how volatility in the flow of government-provided learning inputs to schools can induce storage of these inputs by school administrators to smooth future consumption. This process in turn leads to low current utilization of inputs for student learning. A randomized trial of a public program providing textbooks to primary schools had modest positive impacts on teacher behavior but no impacts on student performance. In many treatment schools, student access to textbooks did not actually increase because a large majority of the books were stored rather than distributed to students. At the same time, the propensity to save books was positively correlated with uncertainty on the part of head teachers regarding government transfers of books. The evidence suggests that schools that have high uncertainty with respect to future transfers are more likely to store a high proportion of current transfers. These results show that reducing uncertainty in school input flows could result in higher current input use for student learning. For effective program design, public policy programs must take forward-looking behavior among intermediate actors into account.