Many Children Left Behind? Textbooks and Test Scores in Kenya
- (pp. 112-35)
Abstract
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power. (JEL O15, I21, I28, J13)Citation
Glewwe, Paul, Michael Kremer, and Sylvie Moulin. 2009. "Many Children Left Behind? Textbooks and Test Scores in Kenya." American Economic Journal: Applied Economics, 1 (1): 112-35. DOI: 10.1257/app.1.1.112Additional Materials
JEL Classification
- I21 Analysis of Education
- I28 Education: Government Policy
- J13 Fertility; Family Planning; Child Care; Children; Youth
- O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
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