10.17889/E111171V1
Molina, Ezequiel
Svensson, Jakob
Stacy, Brian
Rockmore, Christophe
Bold, Tessa
Martin, Gayle
Wane, Waly
Filmer, Deon
Replication data for: Enrollment without Learning: Teacher Effort, Knowledge, and Skill in Primary Schools in Africa
ICPSR Inter-university Consortium for Political and Social Research
2017
10.1257/jep.31.4.185
10.1257/jep.31.4.185
1
School enrollment has universally increased over the last 25 years in low-income countries. Enrolling in school, however, does not assure that children learn. A large share of children in low-income countries complete their primary education lacking even basic reading, writing, and arithmetic skills. Teacher quality is a key determinant of student learning, but not much is known about teacher quality in low-income countries. This paper discusses an ongoing research program intended to help fill this void. We use data collected through direct observations, unannounced visits, and tests from primary schools in seven sub-Saharan African countries to answer three questions: How much do teachers teach? What do teachers know? How well do teachers teach?