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When Can School Inputs Improve Test Scores?

Abstract:

Most studies fail to find an impact of school inputs on outcomes such as test scores. We argue that this might be a consequence of ignoring the possibility that households respond optimally to changes in school inputs and thus obscure the real effect of such provision on cognitive achievement. To incorporate the forward-looking behavior of households, we present a household optimization model relating household resources and cognitive achievement to school inputs. In this framework if househo...

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Publication status:
Published
Peer review status:
Not Peer reviewed
Version:
Author's Original

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Institution:
University of Oxford
Oxford college:
Wolfson College
Department:
Social Sciences Division - Queen Elizabeth House,Department of International Development
Role:
Author
Department for International Development More from this funder
Economic and Social Research Council More from this funder
Publisher:
Centre for the Study of African Economies Publisher's website
Volume:
WPS/2004-25
Series:
Working Paper Series
Publication date:
2004-03-16
URN:
uuid:fb38370b-68ac-498b-bb1b-0417644e970c
Local pid:
oai:economics.ouls.ox.ac.uk:14139

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