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When do in‐service teacher training and books improve student achievement? Experimental evidence from Mongolia

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  • Habtamu Fuje
  • Prateek Tandon

Abstract

This study presents evidence from a randomized controlled trial in Mongolia on the impact of in‐service teacher training and books, both as separate educational inputs and as a package. It tests for complementarity of inputs and nonlinearity of returns from education investment, as measured in students’ test scores. The result suggests that the provision of books, on top of teacher training, raises students’ achievement substantially. However, teacher training and books weakly improve test scores when provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource‐poor settings.

Suggested Citation

  • Habtamu Fuje & Prateek Tandon, 2018. "When do in‐service teacher training and books improve student achievement? Experimental evidence from Mongolia," Review of Development Economics, Wiley Blackwell, vol. 22(3), pages 1360-1383, August.
    • Handle: RePEc:bla:rdevec:v:22:y:2018:i:3:p:1360-1383
    DOI: 10.1111/rode.12387
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    Cited by:

    1. Glewwe, Paul, 2020. "The role of theory and randomized trials for education policy in developing countries," World Development, Elsevier, vol. 127(C).
    2. Schaffner, Julie & Glewwe, Paul & Sharma, Uttam, 2021. "Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal," Staff Papers 316663, University of Minnesota, Department of Applied Economics.

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