When do textbooks matter for achievement? Evidence from African primary schools

Using a within-student analysis, we find no average impact of textbook access (ownership or sharing) on primary school achievement. Instead, it is only for students with high socioeconomic status that one form of textbook access - sharing - has a positive impact.

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Year of publication:	2013-06-01
Authors:	Kuecken, Maria ; Valfort, Marie-Anne
Institutions:	HAL
Subject:	Textbooks \| Educational quality \| Sub-Saharan Africa \| SACMEQ

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Extent:	application/pdf
Series:	Post-Print.
Type of publication:	Book / Working Paper
Notes:	View the original document on HAL open archive server: http://halshs.archives-ouvertes.fr/halshs-00828418 Published, Economics Letters, 2013, 119, 3, 311-315
Source:	RePEc - Research Papers in Economics

Persistent link: https://www.econbiz.de/10011025956