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| Michaelowa, Katharina. |
| Low teacher motivation and its detrimental effect on student achievement are central problems of many education systems in Africa. Using standardized data for student achievement in Burkina Faso, Cameroon, Cote d'Ivoire, Madagascar and Senegal, this paper analyzes the empirical links between various policy measures, teacher job satisfaction and primary education outcomes. It appears that there is only very limited evidence for the effectiveness of intensively debated and costly measures such as increasing teachers salaries, reducing class size, and increasing academic qualification requirements. Other, more simple measures such as improved equipment with textbooks are both more effective and less costly. It also appears that teacher job satisfaction... |
| Tipo: Working or Discussion Paper |
Palavras-chave: Teacher job satisfaction; Student achievement; Africa; Labor and Human Capital; I21; O15; O20. |
| Ano: 2002 |
URL: http://purl.umn.edu/26273 |
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| Walden, Michael L.; Sisak, Mark R.. |
| The relationship between student achievement and school inputs has long been a subject of academic research. The general conclusion of past research is that school inputs, such as the number of teachers relative to pupils, has little impact on student academic outcomes. This paper provides a fresh look at this issue. Seventeen alternative measures of student performance in North Carolina school districts are related to a wide array of school policy inputs and socioeconomic characteristics of students and their families. Both static and dynamic analyses are performed. The key findings are (1) the school policy inputs significantly related to student achievement vary by the measure of student achievement used, (2) the joint contribution of school policy... |
| Tipo: Journal Article |
Palavras-chave: Public education; Student achievement; Public Economics. |
| Ano: 1999 |
URL: http://purl.umn.edu/15155 |
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