The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone (English)

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...

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Author

Evans, David K.;

Marshak,Anastasia;

Sabarwal,Shwetlena;
Document Date
2014/09/01
Document Type
Policy Research Working Paper
Report Number
WPS7021
Volume No
1
Total Volume(s)
1
Country
Sierra Leone,
Region
Western and Central Africa,
Disclosure Date
2014/09/01
Disclosure Status
Disclosed
Doc Name
The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone
Keywords
Quality Education for All

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Citation

Evans, David K.; Marshak,Anastasia; Sabarwal,Shwetlena.

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone (English). Policy Research working paper ; no. WPS 7021 Washington, DC: World Bank Group. http://documents.worldbank.org/curated/en/806291468299200683

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone (English)

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