When do in-service teacher training and books improve student achievement ? experimental evidence from Mongolia (English)

This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-linearity of returns from investment in education as measured by students' test scores in five subjects. It takes advantage of a national-scale RCT conducted under the Rural Education and Development project...

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Author

Fuje,Habtamu Neda;

Tandon,Prateek;
Document Date
2015/11/09
Document Type
Policy Research Working Paper
Report Number
WPS7485
Volume No
1
Total Volume(s)
1
Country
Mongolia,
Region
East Asia and Pacific,
Disclosure Date
2015/11/09
Disclosure Status
Disclosed
Doc Name
When do in-service teacher training and books improve student achievement ? experimental evidence from Mongolia
Keywords
test score

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Citation

Fuje,Habtamu Neda; Tandon,Prateek.

When do in-service teacher training and books improve student achievement ? experimental evidence from Mongolia (English). Policy Research working paper|no. WPS 7485 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/612821468197351754

When do in-service teacher training and books improve student achievement ? experimental evidence from Mongolia (English)

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