The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone

Sabarwal, S.; Evans, D.; Marshak, A.

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone

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Resource type

Journal Article

Authors/contributors

Sabarwal, S. (Author)
Evans, D. (Author)
Marshak, A. (Author)

Title

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone

Publication

Compare: A Journal of Comparative and International Education

Volume

41

Issue

1

Pages

141-144

Date

2013

URL

http://cega.berkeley.edu/assets/cega_events/61/4C_Inputs_to_Education.pdf.

Citation

Sabarwal, S., Evans, D., & Marshak, A. (2013). The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone. Compare: A Journal of Comparative and International Education, 41(1), 141–144. http://cega.berkeley.edu/assets/cega_events/61/4C_Inputs_to_Education.pdf.

Link to this record

https://docs.opendeved.net/lib/QEZGBPZ6

Relations

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Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. World Development, 106, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018