Paul W. Glewwe
Dept of Applied Economics, U of MN
1994 Buford Ave.
St. Paul MN 55108
Information about this author at RePEc
NBER Working Papers and Publications
|October 2011||School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010|
with Eric A. Hanushek, Sarah D. Humpage, Renato Ravina: w17554
Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown...
Published: School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. Paul W. Glewwe, Eric A. Hanushek, Sarah D. Humpage, Renato Ravina. Paul Glewwe, Education Policy in Developing Countries, Chicago: University of Chicago Press, December 2013, pp. 13-64.
|August 2007||Many Children Left Behind? Textbooks and Test Scores in Kenya|
with Michael Kremer, Sylvie Moulin: w13300
A randomized evaluation suggests that a program which provided official textbooks to randomly selected rural Kenyan primary schools did not increase test scores for the average student. In contrast, the previous literature suggests that textbook provision has a large impact on test scores. Disaggregating the results by students? initial academic achievement suggests a potential explanation for the lack of an overall impact. Textbooks increased scores for students with high initial academic achievement and increased the probability that the students who had made it to the selective final year of primary school would go on to secondary school. However, students with weaker academic backgrounds did not benefit from the textbooks. Many pupils could not read the textbooks, which are writte...
Published: Paul Glewwe & Michael Kremer & Sylvie Moulin, 2009. "Many Children Left Behind? Textbooks and Test Scores in Kenya," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 112-35, January. citation courtesy of
|May 2003||Teacher Incentives|
with Nauman Ilias, Michael Kremer: w9671
Advocates of teacher incentive programs argue that they can strengthen weak incentives, while opponents argue they lead to teaching to the test.' We find evidence that existing teacher incentives in Kenya are indeed weak, with teachers absent 20% of the time. We then report on a randomized evaluation of a program that provided primary school teachers in rural Kenya with incentives based on students' test scores. Students in program schools had higher test scores, significantly so on at least some exams, during the time the program was in place. An examination of the channels through which this effect took place, however, provides little evidence of more teacher effort aimed at increasing long-run learning. Teacher attendance did not improve, homework assignment did not increase, and pedag...
Published: Paul Glewwe & Nauman Ilias & Michael Kremer, 2010.
American Economic Journal: Applied Economics,
American Economic Association, vol. 2(3), pages 205-27, July.
citation courtesy of
|November 2000||Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya|
with Michael Kremer, Sylvie Moulin, Eric Zitzewitz: w8018
This paper compares retrospective and prospective analyses of the effect of flip charts on test scores in rural Kenyan schools. Retrospective estimates that focus on subjects for which flip charts are used suggest that flip charts raise test scores by up to 20 percent of a standard deviation. Controlling for other educational inputs does not reduce this estimate. In contrast, prospective estimators based on a study of 178 schools, half of which were randomly selected to receive charts, provide no evidence that flip charts increase test scores. One interpretation is that the retrospective results were subject to omitted variable bias despite the inclusion of control variables. If the direction of omitted variable bias were similar in other retrospective analyses of educational inputs in dev...
Published: Glewwe, Paul & Kremer, Michael & Moulin, Sylvie & Zitzewitz, Eric, 2004. "Retrospective vs. prospective analyses of school inputs: the case of flip charts in Kenya," Journal of Development Economics, Elsevier, vol. 74(1), pages 251-268, June. citation courtesy of