Primary school attendance in Honduras

Bedi, Arjun S.; Marshall, Jeffery H.

doi:10.1016/s0304-3878(02)00056-1

Cited by 61 publications

(28 citation statements)

References 14 publications

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“…3 Important studies estimating the association of teacher test scores with student achievement gains in the United States include Hanushek (1971;1992), Summers and Wolfe (1977), Murnane and Phillips (1981), Ehrenberg and Brewer (1995), 3 Ferguson and Ladd (1996), Rowan, Chiang, and Miller (1997), Ferguson (1998), and Rockoff et al (2008). Examples of education production function estimates with teacher test scores in developing countries include Harbison and Hanushek (1992) in rural Northeast Brazil, Tan, Lane, and Coustère (1997) in the Philippines, Bedi and Marshall (2002) in Honduras, and Behrman, Ross, and Sabot (2008) in rural Pakistan. 4 However, the existing evidence on the association between teacher knowledge and student achievement -be it in level or value-added form -is still likely to suffer from bias due to unobserved student characteristics, omitted school and teacher variables, and non-random sorting and selection into classrooms and schools (cf.…”

Section: Introductionmentioning

confidence: 99%

The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

Metzler¹,

Woessmann

2012

Journal of Development Economics

219

115

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th -grade dataset that tested both students and their teachers in two subjects. We circumvent omitted-variable and selection biases using student and teacher fixed effects and observing teachers teaching both subjects in one-classroom-per-grade schools. After measurement-error correction, one standard deviation in subject-specific teacher achievement increases student achievement by about 10 percent of a standard deviation. JEL Classification:I20, O15

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Section: Introductionmentioning

confidence: 99%

The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

Metzler¹,

Woessmann

2012

Journal of Development Economics

219

115

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“…[1]- [6] This paper was published in 2013, in TICOM journal. This paper explained how to replace the manual attendance recording process at schools in Malaysia.…”

Section: Related Workmentioning

confidence: 99%

Barcode based Student Attendance System

Sudha¹,

Shinde²,

Thomas³

et al. 2015

IJCA

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Student attendance play significant role in order to justify academic outcome of a student and college as overall. Unfortunately, there is no automated attendance record keeping application available in colleges. There is a need for a tool to systematically keep the students attendance record due to increasing number of college studentsThe project that we are going to make is to help the teachers in our college to avoid maintaining the registry book. This project uses a barcode scanner. B.B.S.A.S uses Barcode scanner to take the attendance of students entering the lab. Each student's ID card will have a barcode at the back side of it. This barcode contains unique data of the student such as roll number, branch and year. Etc. Student will scan their barcode at the end so that the student can't cheat. The display screen will show the attendance of the particular student after scanning his/her barcode. Teachers and administrator will only have access to the system with their respective login ID's and passwords.

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“…This situation occurs despite improvements that have been taking place, as the share of children completing eight years of primary education increased, from below half in 1990 to 72 percent ten years later (Bruns et al, 2003: 52-54 , Emerson and Souza (2002), Gunnarsson et al (2006), Rosati and Rossi (2003), Canagarajah and Coulombe (1997), Psacharopoulos (1997), Jensen and Nielsen (1997), and Patrinos and Psacharopoulos (1997). The second set includes Bedi and Marshall (2002), Akhtar (1996), andPal (2004).…”

Section: Legal Setting In Brazilmentioning

confidence: 99%

“…She finds that the determinants of school success differ according to the school level, with parental education being very relevant for primary school performance. Bedi and Marshall (2002) concentrate on the interrelation between school attendance and school achievement,…”

mentioning

confidence: 99%

School Drop-Out And Push-Out Factors In Brazil : The Role Of Early Parenthood, Child Labor, And Poverty

Cardoso¹,

Verner²

2007

Policy Research Working Papers

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit company supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper aims at identifying the major drop-out and push-out factors that lead to school abandonment in an urban surrounding, the shantytowns of Fortaleza, Northeast Brazil. We use an extensive survey addressing risk factors faced by the population in these neighborhoods, which covered both in-school and out-of-school youth, of both genders. The role of early parenthood, child labor, and poverty in pushing teenagers out of school is subject to particular attention. The potential endogeneity of some of the determinants is dealt with in the empirical analysis. We take advantage of the rich set of variables available and apply an instrumental variables approach. Early parenthood is instrumented with the age declared by the youngsters as the ideal age to start having sexual relationships; work is instrumented using the declared reservation wage (minimum salary acceptable to work). Results indicate that early parenthood has a strong impact driving teenagers out of school. Extreme poverty is another factor lowering school attendance, as children who have suffered hunger at some point in their lives are less likely to attend school. In this particular urban context, working does not necessarily have a detrimental effect on school attendance, which could be linked to the fact that dropping out of school leads most often to inactivity, and not to work. JEL Classification:I21, O15, D1

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Primary school attendance in Honduras

Cited by 61 publications

References 14 publications

The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

Barcode based Student Attendance System

School Drop-Out And Push-Out Factors In Brazil : The Role Of Early Parenthood, Child Labor, And Poverty

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