When Do In-service Teacher Training and Books Improve Student Achievement?

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. The results suggest that the provision of books, in addition to teacher training, raises student achievement substantially. However, teacher training and books weakly improve test scores when provided individually. Students whose teachers have received training and whose classrooms have acquired books improved their cumulative score (totaled across five tests) by 34.9 percent of a standard deviation, relative to a control group. Students treated only with books improved their total score by 20.6 percent of a standard deviation relative to a control group of students. On the other hand, extra teacher training did not have a statistically significant effect on the total test score. In addition, providing both inputs jointly improved test scores in most subjects, which was not the case when either input was provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource-poor settings. The policy implication is that isolated education investments, in settings where complementary inputs are missing, could deliver minimal or no return.

Bibliographic Details

Main Authors:	Fuje, Habtamu, Tandon, Prateek
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-11
Subjects:	SKILLS, PUBLIC PRIMARY SCHOOLS, UNIVERSITY DEGREE, COMPARATIVE EDUCATION, GENDER INEQUALITY, FORMAL EDUCATION, SCHOOL TEACHERS, BOOK PROVISION, TEACHERS, ELEMENTARY EDUCATION, NUMBER OF SCHOOLS, SCHOOLING, SCHOOL DROPOUT, COST OF TRAINING, NUMERACY, ENROLLMENT, SCHOOL ENROLLMENT, GROUPS, EDUCATION INVESTMENT, EDUCATION POLICY, HIGH SCHOOL, TEACHER TRAINING PROGRAMS, COGNITIVE ACHIEVEMENT, EDUCATION OUTCOMES, NATIONAL CURRICULUM, PAPERS, LEARNING MATERIALS, TEACHING MATERIALS, TRAINING PROGRAMS, RURAL POPULATION, FACULTY, OPEN ACCESS, TEXTBOOKS, EDUCATION SECTOR, KNOWLEDGE, LEARNING ENVIRONMENT, GRADE SYSTEM, EDUCATION FOR ALL, EARLY READING, QUALITY LEARNING MATERIALS, EDUCATION MATERIALS, TRAINING, TEACHER TRAINING, EDUCATION INVESTMENTS, EDUCATIONAL ATTAINMENT, GRADUATE, SECONDARY SCHOOLS, SCHOOL PROGRAMS, SECONDARY SCHOOL, EDUCATED PARENTS, PARENTAL EDUCATION, WRITING SKILLS, STUDENT OUTCOMES, STUDENT ACHIEVEMENT, EDUCATIONAL INPUTS, TRAINING SCHEMES, LEARNING, FORMAL TRAINING, EDUCATION SYSTEM, SCHOOL QUALITY, RESEARCH, SCIENCE STUDY, JOB TRAINING, MIDDLE SCHOOLS, PRIMARY SCHOOL, TEACHING, SUPPLY OF TEACHERS, RADIO, LIBRARIES, PRIMARY SCHOOLS, READING, RURAL EDUCATION, RELIGIOUS SCHOOLS, TEACHER TEACHER, RURAL SCHOOLS, QUALITY LEARNING, SCIENCE, TEACHING AIDS, CHILDREN WITH DISABILITIES, VALUES, PRIMARY SCHOOL TEACHERS, STUDENT, SCHOOLS, PARTICIPATION, EDUCATION SERVICES, LEARNING OUTCOMES, ACCESSIBILITY OF SCHOOLS, CLASSROOM LIBRARIES, VULNERABLE GROUPS, STUDENT PERFORMANCE, MINISTRY OF EDUCATION, PROVISION OF EDUCATION, SCHOOL REFORM, GER, EDUCATIONAL QUALITY, RESEARCHERS, LITERATURE, EDUCATIONAL INSTITUTIONS, CLASS SIZE, APPROPRIATE TEACHING, ELEMENTARY SCHOOL, READING BOOKS, CURRICULUM, TEACHER, EDUCATIONAL OUTCOMES, TEACHER PREPARATION, WRITING, CHILDREN, EDUCATION, INVESTMENT, TRAINING OPPORTUNITIES, HUMAN RESOURCES, ON THE JOB TRAINING, RURAL AREAS, SERVICE TRAINING, PROFESSIONAL DEVELOPMENT, GIRLS, PUBLIC SCHOOLS, UNIVERSITY, STUDENTS, INTERVENTIONS, SCHOOL EDUCATION, NUMBER OF STUDENTS, PRIMARY EDUCATION, ELEMENTARY SCHOOLS, CLASSROOM, CLASSROOMS, ACCESS TO BOOKS, SCHOOL, SCHOOL INFRASTRUCTURE, SECONDARY EDUCATION, GRADUATE STUDENTS, STUDENT LEARNING, SUPPLEMENTARY READING, ACADEMIC YEAR, PEDAGOGICAL STRATEGIES,
Online Access:	http://documents.worldbank.org/curated/en/2015/11/25257500/in-service-teacher-training-books-improve-student-achievement-experimental-evidence-mongolia https://hdl.handle.net/10986/23446
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