I PHREE BackgroundPaper Series

DocumentNo. PHREE/89/19 Public Disclosure Authorized

Empirical Studies on the Quality of Primary and Secondary Education:

An Annotated Bibliography Public Disclosure Authorized

by Pierre Englebert Cheryl Kane (Consultants) Public Disclosure Authorized

Education and EmploymentDivision Population and Human Resources Department

July 1989 Public Disclosure Authorized

T7'hpublicaion sezessenes as an oudetfor backgroundproducs from the ongoingwork rogramof polcy resrch and anaws of hte Educatonand Emploet Divson anth Pop&wn andHuman Resou Depatnwntof theWorld Bank 7he eeessed aretose of theauthor(s), and should not beattibuted to theWorld Bank 2

This annotatedbibliography was compiledas a backgrounddocument for the forthcomingWorld Bank policy paper on primary education,"Improving the Quality of Primary Education in DevelopingCountries".

The main emphasis of the data base is on empiricalresearch at the primary level, rather than on theoreticalwork. It includes studies that provide examples,case studies, and original data to illustratepoints made in the policy paper. The main priority is given to articles,books, and reports on primary education,but research on secondaryand tertiary educationis included,particularly when relevant to earlier levels of schooling.

As this data base constitutesa useful research tool on primary and secondaryeducation, it is being released in the present annotated bibliographicalformat to increase its circulationand accessibility.All documentshave been assembledin the primary educationlibrary of the Educationand EmploymentDivision, to which call numbers refer; copies of non- confidentialdocuments may be requestedfrom PHREE. A disketteversion of the data base is availablethat can be read and searchedusing the commercial software "Procite"on an IBM PC. Documentsare also, for the most part, availablein the Bank's librariesor in other public libraries.Those marked "processed"refer to mimeographed,non-published, reports whose distribution may be more restricted.

Each entry provides a complete citation to the reference,index terms and -- for most entries -- an abstract.When useful, a note is added on the methodologyof the study or on its geographicalfocus. The subjectand country indexes referencethe citationby its page number.

Marlaine E. Lockheed Senior Sociologis Educationand EmploymentDivision Populationand Human ResourcesDepartment 3

Adams, Arvil, V.; Schwartz,Antoine (1988).Vocational Education and Economic Environments:Conflict or Convergence.Washington, D.C.: The World Bank. Policy, Planning,and ResearchWorking Papers (WPS 70).

Macroeconomicpolicies have a direct impact on the ability of a nation to provide vocationaleducation and training efficiently.

call number: 286.

vocational educationand training/policy/earnings/salarystructure.

Adetula, Laval, 0 (1985).The Effects of Language and Schoolingon the Solution of Simple Word Problemsby Nigerian Children.Madison, WI: Wisconsin Center for EducationalResearch.

(The study used individualclinical ir.terviewsto identify the strategiesused by 48 Nigerian schooled children from grades 1-4 and 47 Nigerian unschooledchildren from ages 7 through 14 years to solve a broad range of additionand subtractionproblems.)

The results revealed that the performanceof schooledand unschooled children was similar,although unschooledchildren used the more advanced strategiesat older levels than schooled children.As age or grade level increased,solution strategies of both groups of children moved from direct modeling strategiesto number of facts learned,both at the recall level and derived from other facts. Children performed significantlybetter when problems were presented in their native language than when they were presentedin English.

call number: 254.

mathematics/educationalbenefits/second language learning/research report.

Aitkin, H; Longford,N (1986).Statistical Modeling Issues in School EffectivenessStudies, J. R. Statist.Soc. A_; 149(l).

Most of this paper deals with statisticalanalysis issues. However, the paper also examines several large-scalestudies of school effectiveness done in Britain. The assessmentof school effectivenessis considered from the viewpoint of statisticalmodelling. A variety of models are applied to a set of data. The authors argue for the general use of variance componentor "randomparameter" models for the analysisof studies involvingclustered observations. For the data examined,the model which regressesschool mean outcomeon school mean intake (i.e. the "means on means" model) is shown to give estimatedschool effects considerablydifferent from those produced by other models.

call number: 108. 4

school effectiveness/comprehensive-non-selectiveschools/ evaluation/researchreview.

Akinyemi,K. (n.d.).A Study of Technophobiaamong Pfimary School Teachers in Nigeria: PLET; 23(3). 263-2E1.

(Forty-eightprimary school teachers from Nigeria were involvedin the study. The study was designed to investigatethe causes of teachers' apathy towards equipmentand to verify possible links with technophobia.)

Results yielded only inconclusiveevidence of technophobia.The subjects demonstratedlack of knowledgeof educationaltechnology (equipment)and mere traces of technophobia.More rigorousresearch is suggestedin this area.

call number: 86.

teacher training/primaryeducation/technology/research report.

Alao, David A. (1988).How Do ExaminationPolicies InfluenceTeaching in CentralizedEducational Systems? A Study of ChemistryInstruction in Selected Nigerian High Schools. DiscussionPaper presentedat the 32nd Annual Meeting of the ComparativeInternational Education Society, Atlanta, Georgia,March 17-20, 1988 (processed).

(The findings are based on an ethnographicstudy of one secondaryschool in Nigeria, which included the developmentand administrationof a questionnaireto 153 students.The study also used data generatedfrom a survey of 17 Chemistryteachers in four differentschools in the city of Ibadan, Nigeria.)

This paper summarizesresults of a study of the influencesof examinationpolicies on chemistryteaching practices in Nigerian secondaryschools. The study reveals ineffectivecommunication about educationalgoals among ministry officials,administrators, and teachers;lack of supervision;autonomous choices of contentby teachers,irrespective of publishedsyllabi and a paucity of resou'.ces for instruction.

call number: 68.

chemistry/examinations/policy/teachingpractices/teaching conditions /researchreport.

Alexander,Leigh; Simmons,John (1975).The Determinantsof School Achievement in DevelopingCountries: The EducationalProduction Function. Washington, 5

D.C.: The World Bank, Populationand Human ResourcesDivision (Staff Working Paper number 201).

(This paper reviews the literatureon educationalproduction functions for developingcountries and suggestspolicy implications.While the limitationin eie estimationprocedures suggest caution in interpreting the results, the results indicatethat few school inputs have the effect on achievementtest scores they were thought to have had. Full paper filed under 'School Effectson Achievement".)

call number: 102.

academic achievement/socioeconomicstatus/educational policy/input output analysis/schoolcharacteristics/research report.

Anderson,Lorin, W (1987).The ClassroomEnvironment Study: Teaching for learning.Comparative Education Review; 31(1): 69-87

(Nine countriesparticipated in the study, which focusedon activities in classrooms,grade 5 through9: Canada,Australia, Germany, Hungary, Israel,Korea, Netherlands,Nigeria, and Thailand.)

Six generalizationswere derived from the study: 1) Within countries, teachers differ greatly in what they teach relative to what is tested; some studentshad the opportunityto learn the content related to test items two or three times more often than other students,2) Teachers are inconsistentin their practicesfrom day to day, 3) The nature of classroomteaching is similar in all countries,4) Few if any variables can compensatefor or overcomethe effects of poor prior learning and attituieson future achievementand attitudes,5) Studentsperceptions of their classroomsinfluence their achievementand attitudes,and 6) Classroomactivities and teacherbehaviors tend to exert virtuallyno influenceon studentachievement and attitudes.

call number: 14.

academic achievement/classroomactivities/student attitudes/teacher behavior/researchreport.

Anderson,Lorin W.; Nitsaisook,Nalee (1988).Korean and Thai Classrooms: Results and Implicationsof the ClassroomEnvironment Study. (processed).

(Thispaper comparespractices in grade 5 classroomsin Thailand,Korea, Australiaand Hungary.)

call number: 98.

class size/classactivities/student characteristics/teacher student relationship/teachingpractices/academic achievement/research report. 6

Anderson,Mary, B (1988). ImprovintAccess to Schoolingin the Third World: An Overview.Cambridge, NA: Harvard University.

(This document reviews research on access to schoolingin Africa, Latin America and Asia.)

call number: 209.

school enrollment/schoolattendance/efficiency/family-community characteristics/sexdifferences/educational equity/economic development/rural-urbanfactors/student characteristics/research review.

Anzalone,Stephen (1986).Prolect Bridges:Using InstructionalHardware for Primary Education in Developing Countries: A Review of the Literature. McLean, VA: Institutefor InternationalResearch.

(This paper examines the use of instructionalhardware in primary school classroomsin countriesthroughout the world. Descriptionsof the use of radio are particularlycomplete.)

call number: 197.

technology/learning/radio/television/teacherbehavior/family- community characteristics/computers/computerassisted instruction/costs/teacher training/researchreview.

Armitage,J.; Sabot, R. H (1985).Efficiency and EAuitv Imolicationsof Subsidiesof SecondaryEducation in Kenya. Williamstown,NA: Williams College.

(The sample consists of nearly 2,000 employeesfrom the wage-labor force of Nairobi.)

A comparativecost-benefit analysis of private (harambee)and government lower secondaryeducation is conductedas a means of assessingthe efficiencyand equity implicationsof subsidiesof secondaryeducation in Kenya. Private returns are shown to be substantiallyhigher for those educated in governmentschools: costs are lower than in harambee schools due to subsidiesand returns are markedly higher. The higher earnings of governmentthan of harambee-leaversis shown to be due co their higher levels of cognitiveskills. Simulationswith the cost-benefitmodel indicate that to eliminatethe excess demand for places in government schoolsuser fees would have to be raised markedly.The revenue implicationsare shown to be substantial.Though a simple profit model shows the subsidiesto be highly regressive,a uniform increase in user fees in governmentschools would have an adverse effect on the enrollmentsof students from relativelylow incomebackgrounds suggestinga need for a scholarshipor loan program to accompanyany increase in fees. 7

call number: 186.

private schools/educationalefficiency /educational equity/ comparative analysis/costanalysis/socioeconomic status/test performance/rates of return/income/researchreport.

Arriagada,Ana-Maria (1986).Comsarative Educational Policies in 12 Sub-Sahara African Countries. (processed).

(Educatioralplans from the followingcountries are reviewed:Botswana, Burundi, Comoros, Kenya, Lesotho,Mauritius, Senegal, Sierra Leone, Swaziland,Tanzania, Tunisia and Zambia.)

call number: 213.

educationalpolicy/planning/primary education/ secondary education/vocationaltechnical schools/post- secondary education/educationalfinance/research report/comparative analysis/manpowerdevelopment.

Arriagada,Ana-Maria (1981).Determinants of Sixth Grade Studen. Achievement in Columbia.Washington, D.C.: The World Bank, EducationDepartment (pro:essed draft).

(The study uses a sample of 1323 5th grade students in 41 sc'hoolsin urban areas of Columbia.)

call number: 121.

academic achievement/privateschools/preschools/teachex: characteristics/facilities/sL.loolmanagement/school resources/ research report.

Arriagada,Ana-Maria (1983).Determinants of Sixth Grade Stud2nt Achievement in Peru. Paper presentedat the Annual Meeting og the Comparativeand InternationalEducation Society, Atlanta, Georgia, March 16-18, 1983 (processed).

(The sample consistsof 709 sixth grade students ir.43 differentschools in Peru.)

The study found high heterogeneityin Peruvian primary schools: a lack of predictivepower of school location itselfwhen school quality indicatorsare taken into account; and a net impact of differentschool factors on achievement:school management,teachers and physical facilities.Although the data show differingimpacts of school inputs on achievement,they also indicatethat educationalinvestment in improving school managementmay be as beneficialas traditionalinvestments in facilitiesand teacher training. 8

call number: 109.

academicachievement/teacher training/school management/ preschools/privateschools/teacher characteristics/ facilities /rural-urbanfactors/ socioeconomic status/student characteristics/reading/science/researchreport.

Arrigazzi,Lucila; Simone, Jose (1972).Chile: ImprovingEfficiencz in the Utilization of Teachers in TechnicalEducatIon. Paris: Unesco: International Institutefor EducationalPlanning.

(The sample consistedof 100 industrial,commercial and specialized state technicalschools in Chile.)

call numuer: 74.

input costs/efficiency/vocationaltechnical schools/teacher supply/resourceutilization/class size/expenditure per student/research report.

Avalos, Beatrice (1985).Training for Better Teaching in the Third World: Lessons from Research.Teaching ,nd Teacher Education;1(4): 289-299.

(This article reviews teacher-relatedresearch in British and North American contexts and examines trends in relation to research on teaching found in third world or developingcountries. It specifically looks at findings relevantto the design of pre-and-in-service teaching.)

call number: 12.

in-servicetraining/pre-service training/trends/tea:h' r behavior/teacher characteristics/researchreview.

Avalos, Beatrice;Haddad, Wadi (1979).A Review of Teacher Effectiveness Research in Africa. India. Latin America. Middle East. Malaysia.Philippines and Thailand:Synthesis of Results.Ottawa: InternationalDevelopment Research Centre.

(This synthesisintegrates 7 previouslyconducted reviews of research on teacher effectivenessundertaken by scholars from each of the countries listed in the title.A total of 588 studieswere examined.)

call number: 31.

teacher effectiveness/teacherstudent relationship/teacher background/teachingpractices/academic achievement/teacher training/researchreview. 9

Bagenda,D.J (1987, February 22). Reiponse to Request from Marlaine Lockheed for informationon Student Examination/Testingby the National Examinations Coumcil of Taanznia. [letter].

call number: 61.

examinations/studenttesting/curriculum/research report.

Balderston,Judith, B (1981).Determinants of Children'sschool participation, in Balderston,Judith, B. [e.a.J.Malnourished Children of the Rural Poor: The leb of Food. Health. Education.Fertility and AgriculturalProduction. Boston: Auburn House PublishingComrany.

(This study is based on three sets of data: INCAP'slohgitudinal data covering a sample of 543 childrenborn between 1969 and 1971; Rand's data on family economicsand children'sactivities covering a sample of 552 children 7 years of age or older; and INCAP's school performance data covering 714 childrenborn between 1962 and 1968.)

call number: 246.

school enrollment/schnolattendance/family-community characteristics/ studentcharacteristics/nutrition/research report.

Balfanz.R (1988).Elementarv School Quality: The MathematicsCurriculum and the Role of local Knowledge. Paper presentedat the Comparativeand InternationalEducation Societies Annual Meeting,Atlanta, Georgia.

call number: 303.

mathematics/curriculum/schoolquality/achievement.

Barnett,B.and Long, C (1986).Peer-Assisted Leadership: Principals learning from Each Other. Phi Delta Eappan; 67(9): 672-675.

The Peer Assisted Leadership(PAL) program is a professionaldevelopment program for principals.IS teachesprincipals how to "shadow"and how to conduct "reflectiveinterviews" with anotherprincipal which they have selected as a partner. At the end of the year, each participantpresents a model of the instructionalleadership behavior of his or her partner.

call number: 304.

heaimasters-principals/teachertraining/school management/ plarning/inspectorrole/professional development/research report. 10

Barro, Stephen M. and Lee, Joe A(19B6).A Comparison of Teachers'Salaries in Japan and the United States. Washington, D.C.: SKI Economic Research, Inc.

(The study used data provided by a variety of public and private agencies in Japan and the U.S.)

call number: 8.

salary structure/teacher rewards/teacher salaries/teaching conditions/research report.

Behrman, Jere, R.; Birdsall, Nancy (1983). The Quality of Schooling: Quantity Alone is Misleading. The American Economic Review; 21(5): 928-946.

(This article uses the Mincerian regression model applied to investments in quality of education, and deals with the example of Brazil.)

call number: 276.

school quality/rates of return/educational improvement/income/ rural-urban factors/educational equity/research report.

Behrman, Jere R.; Birdsall, Nancy (1988). The Reward for Good Tlming: Cohort Effects and Earnings Functions for Brazllian Males, The Review of Economics and Statistics; 129-135.

(The sample consists of males from Brazil, age 15 to 65. The data are from the Brazilian 1/10,000 Public Use Sample of the 1970 census.)

The impact of cohort size and other cohort variables on earnings functions for Brazilian males is estimated. Cohort variables are shown to affect earnings functions by shifting labor demand and labor supply. Results indicate that omission of cohort variables is likely to mislead the effects of schooling and experience on earnings. For example, in this sample, individu&.s born in large cohorts receive signlficantly higher returns to schooling and early years of work experience, apparently because the demand for schooled and skilled labor increases with population growth. In contrast, the underskllled are better off if born to a small cohort.

call number: 161.

income/labor market/educational benefits/rates of return/ research report.

Bellew, Rosemary (1986). African Education and Socioeconomic Indicators: An Annex to "Education Policles in Sub-Saharan Africa". Washington, D.C.: The World Bank. 11

(This document consists of-a compilationof statisticson African educationand socioeconomicindicators available as of 1986.)

call number: 244.

socioeconomicstatus/school enrollment/family- community characteristics/ fertility/rural-urbanfactors/labor market/ vocational technical schools/sexdifferences/teacher student ratio/privateschools/ costs/expenditureper student/teachersalaries/donors/economic aid/primaryeducation/secondary education/post- secondary education/researchreport.

Benavot,Aron; Letter to Marlaine Lackheed.October 26, 1988.

(The letter accompaniestables describingaverage annual instructional time at the primary and secondarylevels for ve.riousgroups of LDCs in the 1980s.)

There appears to be littL3 evidenceof a strong economic development effect on instructionaltime.

call ntumber:297.

time on task/economicdevelopment/research report.

Bennett,Nicholas (1972).Uganda: Educational Cost Evaluation.Paris: Unesco: InternationalInstitute for EducationalPlanning.

(This case study traces the preparationand successiverevisions of the educationalsection of the Uganda Second Five-YearPlan (1966/67 - 1970/71),with major emphasison the role played by cost analysis.)

call number: 70.

planning/inputcosts/cost analysis/manpower development/ educational improvement/researchreport.

Bennett, Nicholas (1972).The Use of Cost Evaluationin the Planninf of Nakerere University College. Paris: Unesco, InternationalInstitute for EducationalPlanning.

(This case study traces the planning of MakerereUniversity College in Uganda from 1964 to 1968.)

call number: 72.

planning/inputcosts/cost analysis/manpower development/research report. 12

Benals, Giuseppe (1986).Nijer PrimaryEducation Development Pro1ect. (annex to Staff ApparaisalReport).

(This document contains preliminarycost-benefit analyses of the Primary EducationProject in the Republicof Niger. Beneficiariesof the project would be 175,000primary childrenand their families.)

call number: 255.

cost analysis/primaryeducation/rates of return/income/researchreport.

Birdsall,Nancy; Cochrane,Susan, Hill. Educationand ParentaJLDeclsigo Najpn: A Two-GenerationalApproach. World Bank Reprint Series: Number 247.

(This paper reviews research from studies thzoughoutthe world.)

call number: 168.

school attendance/family-communitycharacteristics/fertility/ income/ruraloccupations/urban factors/employment/educational attainment/researchreport.

Birdsall,Nancy; Fox, Louise, H (1985).Why Males Earn More: Location and Training of BrazilianSchoolteachers. Economic Development and Cultural Change; 33(3). 533-556.

(In this analysis,information about male and female teachers is collectedusing a l sample oi the 1970 Brazil census.)

call number: 233.

teacher salaries/sexdifferences/teacher characteristics/ family-communitycharacteristics/teacher training/research report.

Birdsall,Nancy, M.; Griffin, Charles, C (1988).Fertility and Poverty in DevelopingCountries. Journal of Policy Modeli,1g;10(l): 29-55.

High fertilitystrains budgets of poor families,reducing available resourcesto feed, educate,and provide health care to children. Converso'ly,many characteristicsof poverty contributeto high fertility -- high infant mortality,lack of educationfor women, too little family income to invest in children,inequitable shares in national income,and inaccessibilityof family planning.Experience in China, Indonesia, Taiwan, Colombia,Korea, Sri Lanka, Cuba, and Costa Rica shows, however, that fertilitycan fall rapidly in low income groups and countrieswhen health care, education,and family planning servicesare made widely available.It appears that adequate deliveryand targetingof these services -- servicesthat most governmentsalready play a major role in providing to their citizens -- are a key to breaking the nexus betwee-i 13

poverty and high fertility,and reducing the negative effects of both on the lives and prospectsof children.

call number: 290.

fertility/infant-childmortality/educational outcomes/research review.

Blachier,Lennart (1988).Manuel de PMdagogieA 1'usagedes Instituteurs d'Afrique.Des outils pour enseigner.Paris: L'Harmattan/PUSAF.

This book, writtenby a former French "cooperant"in Mauritania,covers the educationalissues facing the primary school teacherat the school level, and gives anecdotalevidence of what makes for effective teaching.It is more a collectionof educationalrecipes than a theoreticalwork. The author believes that, in spite of the shortcomings in terms of educationalinputs in sub-SaharanAfrica, "active"pedagogy is possible.

call number: 326

primary education/problems/inputoutput analysis/evaluation/teacher characteristics/teachereffectiveness/teacher role/teacher student relationship/teachingconditions/teaching practices/effective schools

Block, Clifford,H (1985).Interactive Radio and EducationalDevelopment: An Overview.DeveloDment Communication Report; Spring; (49): 1-16.

(This documentprovides descriptionsand researchabout radio projects in Nicaragua,Kenya, the DominicanRepublic, Africa, and Thailand.)

call number: 91.

radio/mathematics/languagearts/science/academic achievement/ evaluation/costs/researchreview.

Boissiere,J. B.; Sabot, R. H (1985).Earnings, Schooling, Ability and CognitiveSkills, The American EconomicReview; 75(5); 1016-1030.

(The sample consists of a total of 2,000 employeesfrom Kenya and Tanzania.)

call number: 160.

income/academicachievement/student ability/educational benefits/researchreport. 14

Botswana'sNational Commissionon Education(1977). Education For Kagisano: Regort of the National Commissionon Education.Gaborone, Botswana: National Commisionon Education.

(This report of the Commissionon Educationin Botswana identifiesmajor problems affectingeducation, describes goals of education,assesses the current state of affairs in the country and makes recommendations.The Annexes in the back of the documentprovide extensivedata.)

call number: 222.

economic development/employment/primaryeducation/school attendance/ facilities/schoolquality/problems/curriculum/examinations )cational technicalschools/teacher supply/ teacher training/academic achievement/researchreport.

Bourguignon,F (1986).The Market for Teachers in Ivory Coast: Some Empirical Estimates.Paper prepared for the World Bank, final draft (processed).

(The sample consists of 300 individualswith educationranking from "baccalaureat"to two years of higher education,with or without the correspondingdegree, who are still studentsor have been working for less than 8 years.)

The study found that the number of teacherswilling to accept another job is already large at present salary levels and is extremelyelastic. Any drop in relative teachers'salary will thus imply a substantialloss in terms of teaching quality.Such a drop would encouragemore people to search for some time before acceptinga teacherjob.

call number: 6.

educationalfinance/salary differentials/teacher salaries/ teacher supply/researchreport.

Brown, Doreen (1987, April 1). ResRonse to Reguest from Marlaine Lockheed for Informationon Student Examination/Testingby the West African Examinations Council (letter).

call number: 55.

examinations/studenttesting/research report.

Budapest Statementon Human Developmentin a ChannintWorld (1987).Budapest: North South Roundtable- UNDP DevelopmentStudy Programme.

call number: 314 15

human development/management/poverty/labormarket/educational finance/aid.

Carnoy,Martin (1986).Educational Reform and Planning in the Current Economic Crisis. Prospects;11(2): 205-214.

(This article contains data on China, India, Africa, the Middle East, Europe, Latin America, and the Caribbean.)

call number: 44.

economic development/educationalexpansion/educational finance/fund raising/schoolquality/educational spending/educqtional reform/research review.

Carpenter,Peter (1985).Single-Sex Schooling and Girl's Academic Achievements.AzJSI; 21(3): 456-472.

(This study is based on a sample of 1286 Queensland,Australia grade 12 studentsattending different types of schools.)

The issue of the possible contributionof single-sexschools to girls' academic achievementis part of an historicaldebate about relations between the sexes within the educationsystem and of interest to policy makers. The present paper examines the relationshipsbetween the social origins of girls, their views of their own abilities,their high school curricula,their teachers'encouragement and their actual academic achievementswithin single-sexand mixed high schools.Complex patterns of relationshipsamong these variablesare found which appear to operate differentlyin each school type. Of particularinterest is the impact of a working mother upon her daughter'sachievements within differenttypes of schools.

call number: 151.

academic achievement/coeducational-single - sex schools/sncioeconomic status/teacherbehavior/student attitudes/curriculum/research report.

Carraher,Terezinha, N (1985).Mathematics in the Streets and in Schools. British Journalof DevelopmentalPsvchologv; 3: 21-29.

(The subjects in this study were 4 boys and one girl, aged 9-15 with a mean age of 11.2, ranging in level of schoolingfrom grades I to 8. They were all from Brazil.)

An analysisof everydayuse of mathematicsby working youngsters in commercialtransactions in Pecife, Brazil, revealedcomputational strategiesdifferent from those taught in school.Performance on mathematicalproblems embedded in real-lifecontexts was superiorto that on school-typeword problems and context-freecomputational 16

problems involvingthe same number and operations.Implications for education are examined.

call number: 118.

mathematics/academicachievement/student behavior/teaching practices/ research report.

Castaneda,Tarsicio (1986).Innovations in the Financingof Educatitn:The Case of Chile. Washington,D.C.: The World Bank, Research Division,Education and Training Department (processeddraft).

(This paper describesreform in primary, secondaryand post-secondary education in Chile during the early 1980s.)

call number: 128.

educationalfinance/costs/decentralization/vocational technical schools/privateschools/expenditure per student/researchreport.

Chandavarkar,Anand, G (1987).Developmental Role of Central Banks. Finance and Development;24(4): 34-37.

(This article analyzes the developmentalrole of centralbanks and the problems of harmonizing it with their monetary,regulatory, and prudential functions. Data are provided on the promotionaltechniques of 11 Asian countries.)

call number: 250.

economic aid/economicdevelopment/research review.

Chapman, David, V.; Boothroyd,Roger, A (1986).Programmed Instruction as a Means of ImDrovlnaStudent Achievement:A Look at the Liberian IEL Project. Paper presentedat the IHTEC Annual Seminar 1986 on the "Qualityof Teaching in Lesser Developed Countries:Alternative Models", Dempassar,Indonesia, October 26-31, 1986 (processed).

(This paper examines a subset of data from The Improved Efficiency of Learning (IEL) study which involveda total of 40 primary schools in Liberia. The paper specificallyexamines mathematics and English achievementamong 1063 third, 765 fourth,and 629 fifth grade students in 45 rural schools.)

cali number: 115.

programed instructional materials/academic achievement/sex differences/educationalequity/student ability/research report. 17

Chernichovsky,Dov (1985).School Enrollmentin Indonesia.Washington, D.C.: The World Bank (StaffWorking Paper number 746).

(A sample of 6,000 households in Indonesiais drawn from the 1978 National SocioeconomicSurvey and the 1977/77Village Social Facilities Survey.)

The study shows that educationin Indonesia,especially beyond the primary level is very much an income-relatedphenomenon. It is also strongly influencedby attitudesas impliedby the evidence that the relativelyrich and well-educatedshun vocationaltraining, even though it appears to yield a comparablereturn in the market to general training.In addition, that girls do not receive more schoolingmay be related to parents' attitudes,although their behavior may also be influencedby the lower market returns to girls' education.The data clearly show that availabilityof facilitiespromotes school attendance and educationalattainment. Yet, householdconsiderations must not be disregarded.In the case of primary schools,which are almost universallyavailable, parents decisionsare critical. Thus policies to increase enrollmentmay have to deal with parents'attitudes as well as the opportunitycost to the householdof children'sschooling.

call number: 38.

school enrollment/socioeconomicstatus/income/educational benefits/costs/culturalfactors/facilities/research report.

Chernichovsky,Dov (1985).Socioeconomic and DemographicAspects of School EmrollmentAnd Attendance in Rural Botswana.Economic Devel2aent and Cultural O=mnge;X3(2): 319-332.

(The study is based on data gathered from 2,253 children in the 6-18 age group in rural Botswana.)

call number: 34.

socioeconomicstatus/school attendance/school enrollment/costs/ educationalbenefits/research report.

Chesswas,John; Hallak, Jacques (1972).Uganda: Behaviorof Non-Teacher RecurringExRenditures. Paris: Unesco: InternationalInstitute for Educational Planning.

(A sample of 11 schools geographicallydistributed throughout Uganda was used.)

The case study focuses on the behavior of expenditurecontrolled by the school. Teacher salaries are not controlledby the schools. 18

call number: 71..

educationalspending/input costs/planning/resource utilization/ headmasters-principals/researchreport.

Chicot,C.,Levinger,B.,[e.al (1986). Some recent ideas on school feeding. Paris: UNESCO-UNICEF-WFP.

(This report contains two articles.The first one, School Feeding Programs:Myth and Potential,by Beryl Levinger,is a summary of her own USAID report (call number: 295). The other one is called Using Available Data to Monitor the EducationalOutcomes of a School Feeding Programme in NIger, and is written by Richard Sack.)

Sack's paper deals with a school feedingprogram in Niger. Accordingto the author, the analysis shows that there is a statisticalassociation between SFP and educationaloutcomes, and that this associationcan be demonstratedby educationalstatistics which are generallyavailable and regularlycollected by educationalauthorities.

call number: 296.

School feedingprograms/enrollment/attendance/academic achievement/researchreport/research review.

Cochrane,Susan, H. [e.a.I (1985).The EducationalParticipation cf Egvotian Children.Washington., D.C.: The World Bank (processed).

(The sample consistedof approximately1,700 parents and their children (n-4,300)in Egypt.)

The analyses in this study indicatesthe importanteffects of parental educationalaspirations on children'sparticipation in schooling,and to a lesser extent the years of school attendedby those who participate. It is through these aspirationsthat the effect of region of residence seems to operate in rural areas. Parents own educationalso affects participationthrough aspirations,but has an independenteffect as well. Access to school in rural areas acts throughaspirations and has direct effects as well on participationin school,but not in years cf school attended.

call number: 175.

school attendance/family-communitycharacteristics/school enrollment/sex differences/rural-urbanfactors/student characteristics/expectations for success/researchreport. 19

Cochrane,Susan, H (1986).The Effects of Educationon Fertilityand Mortality a-ndthe Effects of Educationand Urbanizationon Fertility.:Washington, D.C.: The World Bank.

(This paper reviewsresearch on countriesthroughout the world.)

The author reports:The higher the level of parents' education,the lower the mortalityof children.While fertilitydecreases uniformly with education in some environments,in other situations,there appears to be a thresholdlevel of educationand only at levels beyond primary school does fertilitydecrease with increasesin education.Parental educationis inverselyrelated to child mortality.This relationshipis somewhat stronger for women's educationthan for men's education,as has been previouslyfound. The more urbanizeda country, the more likely educationis to be uniformlyinversely related to fertility.

call number: 165.

fertility/rural-urbanfactors/education/sex differences/ research report.

Cochrane,Susan, H.; Jamison,Dean, T. (1982).Educational Attainment and Achievementin Rural Thailand.New Directionsfor Testing and Measurement: ProductivitvAssessment in Education.San Francisco:Jossey-Bass; 43-59.

(The sample consistsof about 400 farm householdsin 22 villages of the Chiang Mai Valley in Thailand.Data is examined on individualsas young as 5 years old and as old as 60.)

This chapter examines the effect of individual,household, and community characteristicson educationalattainment and other individual characteristicson the numeracy and literacy of adults in rural Thailand.

call number: 236.

educationalattainment/academic achievement/family- community characteristics/schoolattendance/school enrollment/ expectations for success/researchreport.

Cochrane,Susan H.; Zachariah (1983).Infant and Child Mortalityas a Determinantof Fertility.The Policy Imolications.Washington, D.C.: The World Bank (StaffWorking Paper number 556).

(World FertilitySurvey data on 25 countriesis used in the study.)

call number: 78.

infant-childmortality/fertility/birth control/comparative analysis/costs/researchreport. 20

Coffey,John [e.a.] (1987).Commonwealth Cooperation in Ooen Learning:Summary Report. A study carried out for the CommonwealthSecretariat by the InternationalExtension College and the Councilfor EducationalTechnology.

(The study examines distanceand open educationat all levels in CommonwealthAfrica, CommonwealthAsia, India, Australia,Canada, the Caribbean,the Commonwealthislands of the South West Pacific and the United Kingdom.)

call number: 18.

distance education/openlearning/manpower development/internal efficiency/costs/collaboration/researchreview.

Cohn, Elchanan;Rossmiller, Richard, A (1985).Research on EffectiveSchools: Imnlicationsfor Less-DevelopedCountries. (processed).

This paper provides a review of research on effectiveschools for both developedand less-developedcountries, discusses some methodological questions,and then offers a few guidelinesfor educationalpolicy in less-developedcountries. It is argued that, with the exceptionof a few areas, such as texfbooks,educational media, or teacher training,no fundamentaldifferences in school effectshave been found among more or less developedcountries. Proposals for reform are joined,however, with the adomintionthat countriesmust not blindly follow the results of research without close scrutiny of their economic and cultural foundations.

call number: 49.

educationalimprovement/school effectiveness/change strategies/ research review.

Colclough,Christopher [e a.] (1985).Donor Agency Supportfor Primary Education:Strategies Reconsidered. Int. J. EducationalDevelopment; 5(4): 295-306.

(Data from countriesthroughout the world are used.)

In recent years a number of donor agencieshave increasedtheir lending to primary educationin developingcountries. However, some characteristicsof primary schoolingmake it unsatisfactoryfor capital aid support,and argumentsto increase recurrentfunding are always controversialin aid policy circles. Nevertheless,this paper argues that this support should be further strengthened.It briefly reviews the economic case for such an emphasis.It analyzesthe typicalproblems faced in primary educationand the policy choices facing national 21

governments.The final section outlines the main opportunitiesand prioritiesfor increaseddonor agency support to the primary sector.

call number: 52.

primary education/donors/efficiency/economicdevelopment/ research review.

CommonwealthSecretariat (1985). Resources for Educationand their Cost-EffectiveUse. London: CommonwealthSecretariat Publications.

(This document provides an overviewof papers prepared for a Commonwealthof EducationMinisters conference.The overview deals with informationin papers from Australia, the Bahamas, Bangladesh,Barbados, Bermuda, Botswana,Britain, Brunei Darussalam,Canada, Cyprus, the Gambia, Guyana, India, Jamaica, Kenya, Kiribati,Lesotho, Malawi, Malaysia, the Maldives,Malta, Mauritius,New Zealand,Nigeria, Papua New Guinea, the Seychelles,Sierra Leone, Solomon Islands,Sri Lanka, Swaziland,Tanzania, Tonga, Uganda, and Zambia.)

call number: 43.

cost effectiveness/costs/fundraising/resource allocation/ resource utilization/facilities/comparativeanalysis/research review.

Cotlear,Daniel (1986).Farmer Educationand Farm Efficiencyin Peru. The role of Schoolina.Extension Services and Migration. (processed).

(The sample consistedof 550 householdsin 18 villages in Peru.)

call number: 163.

nonformaleducation/efficiency/technology/education/rural-urban factors/implementation/schoolquality/research report.

Court, David; Kinyanjui,Kabiru (1985).Education and Developmentin Sub-SaharanAfrica: The ODerationand ImDact of EducationSystems. Paper for the Committeeon African DevelopmentStrategies (processed).

(This paper is somewhat general and does not containmany statistics).

call number: 229.

school enrollment/schoolquality/economic development/efficiency/ facilities/educationalequity/sex differences/employment/management/ research report.

Cox, Donald; Jimenez, Emmanuel (1986).Private-Public Differences in Secondary School Performancein Columbia and Tanzania. (preliminarydraft, processed). 22

(The sample consistsof 1,471 secondaryschool studentsfrom Columbia and 1,024 secondaryschool studentsfrom Tanzania.)

The authors estimatequality differencesbetween private and public secondaryschools 'n Columbia and Tanzania.Quality is measuredby student performanceon standardizedachievement tests. The authors focus on the sample selectionaspects of making quality comparisons.Estimated sample-selectioneffects suggesta sorting for Columbianstudents, but indicate a hierarchy for Tanzanianstudents. These effects are consistentwith the differentinstitutional frameworks for educational choice in these countries.For both countries,private schools offer an achievementadvantage. Standardizing for differencesin student and school attributes,private school studentshave higher achievementtest scores.

call number: 181.

private schools/academicachievement/school quality/school characteristics/teacherstudent ratio/teacher salaries/student characteristics/family-communitycharacteristics/research report.

Crossley,Michael; Guthrie, Gerard (1987).Current Research in Developing Countries:INSETand the Impact of Examinationson ClassroomPractice. Teaching and Teacher Education;3(1): 65-76.

(Althoughthe research reviewedcovers developingcountries in general, abstractsof specific studies are provided for research co-.zted in Soweto, Zaire, South Africa, and Fiji.)

Research on in-serviceeducation and trainingof teachers (INSET)and on the effects of examinationson classroompractice is reviewed.The main trends with INSET are emphaseson the professionaldevelopment of teachers and increasedattention to school-focusedINSET. No firm conclusionsfrom the researchevidence can be drawn. Review of the literatureon examinationsconcludes that it is a necessarybut not sufficientcondition that attempts to change classroompractice should not be incongruentwith teachers'and pupils'perceptions of the requirementsof any public examinationsystem.

call number: 15.

in-servicetraining/teacher training/student testing/examinations/ teachingpractices/research review.

Dale, R. R.; Miller, P. McC (1972).The Academic Progress of University Students from Co-Educatiovaland Single-SexSchools. Journalof Educational Psychologv;42(3): 317-3'9. 23

(The sample consists of 252 students from co-educationaland single-sex schoolswho entered the Universityof Wales in 1965-6, 1966-7, and 1967-8, and Swansca 1968-9.)

A compar- n of the first-yearprogress of universitystudents from co-educationaland single-sexschools was made by a matched pair procedure.Variab'es matched or separatedwere Arts/Science,sex, populationof school area, social class, universityinstitution, and aspects of A-level attainment,namely number of subjects taken, best subject, average grade and number of attempts.In Arts there was virtual equality,but in science the co-educatedmade slightlybetter progress, significantlyso by comparisonof failures.

call number: 154.

coeducational-single -sex schools/academicachievement/Arts/science/ student characteristics/schoolcharacteristics/research report.

Davis, TerenceN (1979). The Beginningof ObjectiveTesting in Mauritius,In Selectionfor Post-PrimaryEducation in DevelopingCountries. London: Universityof London I-stituteof Education;93-115.

This paper describesthe process used to introduceobjective testing of primary school students in Mauritius.It also discussesthe results of the tests. It appears that 25,000 studentswere tested.The cost effectivenessof using computersto score the tests is also discussed.

call number: 64.

student testing/primaryeducation/computers/cost effectiveness/ researcn report.

Departmentof Education,University of Dar es Salaam (1987).Primary School Textbooksin Tanzania: An Evaluationof their Qualitv.Swedish International DevelopmentInstitute.

(The sample consistedof 32 rural and urban primary schools from the Morogro and Iringa regions of Tanzania).

The study examined the quality of textbooksand teachers'guides in geography,science, mathematics, English and Kiswahili.The nature of the fit between the texts and syllabus requirementswere also examined. Assessmentsof qualitywere made by researchersand users of books. The findingswere: 1) The textbook-syllabusmatch was high for all subjects; 2) The textbook qualitywas high for all geography,English and mathematicstexts, and high for 1 of the 3 science texts and 3 of the 5 Kiswahili texts; 3) The qualityof picturesand illustrationswas low in geographyand Kiswahili,but high in other subjectareas; 4) The exercises in the texts were not adequate;5) The languagelevel was generallyappropriate to the grade level; 6) Incompletenessof the textbook series apart, the books for the various levels displayeda high 24

degree of continuity;1) Researchersand book users disagreedabout whether the old or new books were of higher quality; 8) Teachers were not familiarwith the teachers'guides, while researchersconsidered them to be of fair quality; 9) There were no significantdifferences between urban and rural schoolswith regard to distributionor quality of texts.

call number: 226.

textbooks'evaluation/rural-urban factors/research report.

Devahastin,Wallapa; Methakunavudhi,Pateep (1986).Achievement in Written Compositionin Thailand (Grade 11). (processed).

(The sample consistedof 1321 students in 65 eleventh grade classrooms in Thailand.)

call number: 111.

academic achievement/teachereffectiveness/language arts/ student characteristics/teachercharacteristics/sex differences/research report.

Division of Statisticson Education,UNESCO (1984).Evolution of Wastage in Primary Educationin the World Between 1970 and 1980. Prepared for the InternationalConference on education,39th session, (processed,limited distribution).

(This report is based on data about primary educationfrom 121 countries throughoutthe world.)

call number: 37.

grade retention/schooldropouts/educational efficiency/trends/ costs/sex differences/primaryeducation/educational expansion/research review.

Docherty,F.J. (1988).Educational Provision for Ethnic Minority Groups in Nicaragua.Comparative Education; 24(2): 193-202.

call number: 307.

ethnic differences/multiculturaleducation/minority language/ litaracy/bilingualeducation/research report.

Donaldson,Graham (1987).Community Participation in Northern Pakistan. Finance and Development;24(4): 23-25.

(This article reports on a communitydevelopment project in rural Pakistan.) 25

call number: 249.

economic development/economicaid/costs/family-community characteristics/evaluation/implementation/researchreport.

Duncan, Wendy, A (1985).Schooling for ¢lrls in Botavanj:Education of Domestictln? Gaborone:National Instituteof Research and Documentation.

(A number of differerzdata sourcesare used in the analysis.)

call number: 230.

sex differences/schoolenrollment/curriculum/educational attainment/researchreport.

Eckstein,Max A.; Noah, Harold J (1988).The Forms and Functionsof Secondary School L2aving Examinations:International Variations. Prepared for presentationat the 32nd Annual Conferenceof the Comparativeand InternationalEducation Society, Atlanta. Georgia,MArch 17, 1988 (processed).

(This study examinesexamination systems in England, the Federal Republic of Germany,France, Japan, the People'sRepublic of China, Sweden, the U.S.S.R. and the U.S.A.)

call number: 67.

examinations/studenttesting/secondary education/comparative analysis/evaluation/researchreport.

Educationand Training Department,Researcn Division (1986).Financing Eduscationin DevelopingCountries. An Exolorationof Policy Options. Washington,D.C.: The World Bank.

call number: 281.

policy/educationalfinance/resource allocation/private schools/ rates of return/efficiency/costs.

Educationand Training Design Division (1986).Investing in Children.The Economicsof Education.Washington, D.C.: Economic DevelopmentInstitute. The World Bank.

call number: 275.

rates of return/expenditureper student/educationalattainment/ textbooks/researchreview. 26

Edwards,Alejandra (1985). Teachers' Salaries in DevelogingCountries. Washington,D.C.: The World Bank, Educationand Training series (Discussion Paper Rport number EDT9).

This study concludesthat teachers'salaries, in terms of income per capita, are higher in less developedcountries than in more developed countries.It is argued that this is not a sign of differencesin real wages but that it reflects the differencesin income per capita across countries.The questionof teachers'salaries being too high or too low relative to the wages of equallyqualified persons, has to be answered in the context of each country'sconditions. A frameworkto analyze this question is developedand the conditionsunder which teacher'ssalaries could be altered throughpolicy measures are analyzed.

call number: 77.

input costs/teachersalaries/salary differentials/comparative analysis/ teacher characteristics/privateschools/expenditure per student/research report.

Eisemon, T.O. and Schville,J (1989).Should SchoolsPrepare Students for SecondaryEducation or for Self-Emplovment?Addressina a Dilemmaof Primary Schoolingin Burundiand Kenva: Prepared for presentationat the Boston meeting of the Comparativeand InternationalEducation Society, April 1989; (draft).

call number: 301.

primary education/secondaryeducation/employment/Burundi/Kenya/ curriculum/vocationaltraining/mathematics/languages/informal sector/languageof instruction/teachertraining.

Elley, Warwick, B. Research and Language Policy in EducationalDevelopment. Paper presentedat the 9th Annual Conferenceof the IAEA, June 13-17, Blantyre,Malawi (processed).

(The author describesresearch activities involving 1) a sample of primary children in 54 schoolsin Fiji, and 2) a sample of 110 students at the fourth grade level in New Zealand.)

call number: 132.

second language learning/English/academicachievement/ facilities/school resources/implementation/teacherbehavior/ reading/research report.

Eshivani,George S. (n.d.).Private SecondarySchools in KeIMa: A Study of Some Aspects of OualityEducation. Nairobi, Kenya: KenyattaUniversity. 27

(The study is based on data collectedfrom 147 schools,representing nearly 50% of all private secondaryschools drawn from all the Provinces of Kenya.)

call number: 180.

private schools/academicachievement/curriculum/student behavior/ examinations/sexdifferences/school effectiveness/facilities/ textbooks/teacherbackground/research report.

Eshiwani,George, S. (n.d.).Utilization of Examinations:A Review of Publishedand UnpublishedResearch from Eastern. Centraland SouthernAfrica. Nairobi: Bureau of EducationalResearch, Kenyatta University.

"la paper examines the factors that influenceperformance in examinations,the use of them in improvingthe quality of education,and improvementin the examinationsthemselves.

call number: 124.

examinations/studentcharacteristics/school characteristics/ teacher characteristics/socioeconomicstatus/grade retention/ school dropouts/researchreview.

Ezzaki,Abdelkader [e.a.] (1986).Childhood Literacy Acquisition in Rural Morocco: Effects of Language Differencesand QuranicPreschooling, in Wagner, D. (ed.). The Future of Literacy in a ChangingWorld. New York/London: Pergamon Press (in press).

(The sample consists of 166 first grade children in rural Morocco.)

call number: 80.

second languagelearning/literacy/academic achievement/Quranic schools/researchreport.

Fafunwa, Aliu Babatunde(1987). Facilitatina the adoption of African Language as EducationalInstruments in African Countries:the Case of Nigeria. Dakar: United Nations Educational,Scientific, and Cultural Organization(BREDA).

This paper reports on the 6-year primary school project with Yoruba as a medium of instructionundertaken by the Instituteof Educationat the Universityof Ife. The projectwas based on the assumptionthat the child would benefit culturally,socially, linguistically, and cognitivelywhen his mother tongue -- rather than English -- is the medium of instruction,and that his command of Englishwould improve considerablyif it was taught as an entirely separate subject.The results of the project showed that the experimentalgroup performed above the remaininggroups in all the school subjectsat the end of 28

primary education.According to the project managers,this proved that the mecium of instruction,Yoruba, had helped the children and that the new curriculumthey had devisedhad been effective.There was, however, no statisticallysignificant difference between the performancesof experimentaland control childrenat the nationalpublic examinations.

call number: 305.

primary education/languagearts/ languageof instruction/English/English as a foreiE. language/curriculum/curriculum reform/research report.

Farrell, Joseph P and Schiefelbein,Ernesto (1985).Education and Status Attainment in Chile: A ComparativeChallenge to the WisconsinModel of Status Attainment.ComRarative Educational Review; 29(4): 490-506.

(This article describesa longitudinalstudy of Chilean children.The initial sample consistedof 3,469 8th grade studentsi.Follow-up data were collectedfrom 1,205 individualsin the originalsample.)

call number: 29.

occupationalmobility/education/social status/labor market/ research report.

Fend, Helmut (n.d.).Determinants of School AchievementLevels: How Important are the Teachers?Tubingen: Institute for ScientificCooperation.

(The study is based upon 144 learning groups (classes)in their 9th year togetherwith the respectiveteachers who instruct them in English.)

call number: 22.

class organization/academicachievement/school quality/teacher role/teacherbehavior/research report.

Fingar, Thomas; Reed, Linda A (1982).An Introductionto Educationin the People's Republic of China and U.S.-ChinaEducational Exchanges. Washington, D.C.: Committeeon ScholarlyCommunication with the People'sRepublic of China and the National Associationfor Foreign StudentAffairs.

(This paper provides a variety of statisticscovering many different aspects of educationin China.)

call number: 194.

examinations/schoolenrollment/textbooks/preschools/post-secondary education/schoolcharacteristics/educational finance/science/ technology/researchreport. 29

Finn, Jeremy D (1980).Sex Differencesin EducationalOutcomes: A Cro8s-NationalStudy. Sex Roles; 6(l): 9-26.

(This study describessex differencesin science and reading achievement and attitudesfor nation-widesamples of 14-year-oldchildren. Subjects included5,193 students from the U.S., 2,324 students from Sweden and 2,777 students from England.)

There are largely the same sex differencesin all three countries.Male and female pupils have similarreading skills,while girls have more positive reading habits. Males outperformfemales in science,with the smallestdifference observed for biology. Males have more positive attitudestoward science,except that femalesbelieve science to be at least as importanta topic as boys do. There is noteworthy increase in sex distinctionswith one more year of schooling,from grade 8 to 9. However, in English coeducationalschools, girls show a decalerationin scienceand vocabulary achievementrelative to their male peers. Cirls in English one-sex schools exceed their male counterpartsin reading and several science subjects.It is hypothesizedthat the role of successful female teachers and peers, and the absenceof social pressure from boys, may facilitategirls' learning in these areas.

call number: 153.

coeducational-single-sex schools/sex differences/academic achievement/ science/reading/studentattitudes/research report.

Friend, J. [letter);26 January 1989.

This letter relates the first analysis of the evaluationdata for the first-grademental arithmeticcourse. The mean posttest scores are compared for three grcups of first-graders,including a traditional group, a textbookand a radio group. The use of new textbookshad a significanteffect on scores,with an increasefrom 34.3% to 43.7%. The use of radio lessons further increasedscores, to a mean of 51.9%. All of these differencesare highly significant.

call number: 316.

primary education/textbooks/radio/evaluation/researchreport.

Fuller, Bruce (1986).Is Primary School Quality Eroding in the Third World? CogDarativeEducation Review; 30(4): 491-506.

(This paper reports on primary school quality among 118 low-and-middle-incomedeveloping nations for the 1970-1980period.)

Quality has declined among the poorest developingnations. Yet, quality has improved among middle-incomenations in terms of school expenditures per student and in the ratio of pupils to teachers.The influenceof 30

contextualfactors is reported.A nation'swealth strongly predicts quality among developingnations. In addition,after controllingfor economic effects, state siz' also positivelyaffects school quality. Third world countrieswith higher enrollmentrates in 1970 were more able to improvequality through1980 than countrieswhich experienced rapidly expandingenrollments during the 1970's.

call number: 11.

educationalefficiency /school quality/trends/researchreview.

Fuller, Bruce (1985).Raisin8 School Ouality in DevelopingCountries: What InvestmentsBoost Learning.Washington, D.C.: The World Bank, Educationand Training Series DiscussionPaper number EDT7.

(This paper reviews evidenceon the importanceof school quality in raising literacy and influencingeconomic development.)

call number: 10.

academic achievement/economicdevelopment/educational efficiency /input output analysis/schoolquality/research review.

Gatti, B.A (1988).The Preparationfor the EquivalenceExaminations, First and Second Levels in the State of Sao Paulo, Brazil:Traditional Means and EducationalMedia. Studies in EducationalEvaluation; 14: 167-173.

call number: 312

examinations/non-formaleducation/ achievement/radio/ television/distanceeducation.

Gray, John [e.a.] (1984).Predicting Differences in ExaminationResults. Oxford Review of Education;10(1): 45-68.

(The study uses examinationdata about "schoolleavers" from 96 (all) LEAs in England.)

The authors conclude that there is no reason to suppose,on the basis of the data, that a system retainingselection to a greateror lesser extent has produced better examinationresults than a fully comprehensivesystem.

call number: 107.

examinations/comprehensive-non- selective schools/socioeconomic status/comparativeanalysis/research report. 31

Gross, hiraca (1986). RadicalAcceleration in Australia.Gifted. Talentedand Creative Childraen;1(4): 2-11.

(This article describesthe developmentof one highly gifted child and the educationhe received in Australia.Research on gifted children is incorporatedin the article.)

call number: 172.

gifted-talentedchildren/reasoning ability/family-community characteristics/educationalneeds/research report.

Guthrie, Ge,rd (1985).Current Research in DevelopingCountries: Teacher Credentiallingand Distance Education.Teaching and Teacher Education;k(l): 81-90.

Current research is reviewed on two aspectsof educationalefficiency in developingcountries: the effect of teachercredentials on student achievementand the cost effectivenessof distanceeducation. The author notes that investment in teachercredentialling is frequently productive,but that the efficiencyof particularinvestment strategies is unknown. The potentialcost-savings in distance teachereducation are often not realized because of the small scale of programs.

call number: 13.

educationalefficiency/cost effectiveness/distance education/ teacher certification/academicachievement/research review.

Guthrie, Gerard (1986).Current Research in DevelopingCountries: The Impact of CurriculumReform on Teaching.Teaching and Teacher Education;2(l): 81-89.

Research on curriculumreform in developingcountries is reviewed.Major findings are that: 1) curriculumchange strategiescan have an influence on the classroom,but progresshas been limitedand uneven; 2) innovationshave had only mixed successbecause, in many cases, they have been inappropriateto the skills of the teachersand to the conditionsunder which teacherswork; 3) many of the successesthat have been reported have occurredunder well-iundedand staffedpilot conditions;4) the impact of curriculumchange appears to be highly dependent on context.

call number: 24.

curriculum reform//change strategies/instructional innovation/teacher effectiveness/researchreview. 32

Haddad, Wadi, D. (1979).Educational and Economic Effects of fromotionand RepetitionPractices.Washington, D.C.: The World Bank, Staff Working Paper: Number 319.

On the basis of studies reviewed,it was concludedthat 1) the dynamics of success and failurecan best be representedby a multidimensional interactivematrix of school-relatedand out-of-schoolvariables; 2) promotion decisionsare based on unreliablemeasures of academic performanceand ignore affectiveand social goals of education;3) there is no evidence that repetitionis more effectivethan promotion,or that repetitionpractices improveacademic standardsand class homogeneity; and 4) grade retentionhas certain negative effects on a pupil's self concept and attitude.

call number: 169.

grade retention/academicachievement/student attitudes/school characteristics/non-economicbenefits/research review.

Haddad, Wadi, D.; Conly, Shanti (1987).Diversified Secondary Curriculum Projects:a Review of World Bank Experience.1963-1979. Washington, D.C.: The World Bank. DiscussionPaper. Educationand Training Series.

Diversificationof secondaryschool educationby "vocationalizing"or "practicalizing"the curriculumhas been a major componentof the World Bank's Educationlending program. Of the 174 Educationprojects approved between 1963 and 1978, 79 projects includedelements of diversification drawing about 20 percent of the total cost of Bank/IDA-financed Educationprojects. The diversifiedcurriculum projects are divided between two models: Model I in which practicalsubjects are introduced as one componentof a generaleducation curriculum with no occupational aims; and model II which offers specializationin vocationally-oriented streams with occupationalaims. This review of Bank experienceindicated that a clear understandingof the purposes of diversifiedsecondary curricula is essentialto successfulachievement of project goals. The lessons learnedincluded: (a) diversificationwas used successfullyto meet quantitativeneeds for secondarylevel manpower and/or to supply students for furthereducation; (b) diversificationschemes that aimed at improvingschool leavers'employment prospects had unsatisfactory outcomes; (c) there was no empiricalindication of studentattitude change towards labor, and in the majorityof projects,students still preferred academic fields to vocationaltraining; (d) attempts to use diversificationto improve the generalquality or efficiencyof educationhad uneven results and limited impact, often hindered by implementationproblems; and (e) serious questionswere raised regarding the comparativecost-effectiveness of diversifiedsecondary curricula.

call number: 287.

curriculum/curriculumreform/vocational education and training/research report. 33

Haddad, Vadi D.; Demsky, Terri (1987).Planning and Mobilizationof Financial Resourcesfor Educationin the Middle East. Washington,D.C.: The World Bank.

(This paper contains a significantnumber of statisticson countries throughoutthe Middle East.)

In the Middle East, present educationalneeds have not been satisfied, and these needs will increaseas the populationgrows. Present levels of spending on educationare already straininggovernment budgets, and governmentrevenues have reacheda plateau due to the drop in the price of oil. Governmentshave begun to explore alternativesfor meeting their objectivesincluding: 1) improvingthe allocation,control and monitoring of financialresources, 2) reducingunit costs by improving efficiency,and 3) findingextra-budgetary resources, known as resource mobilization.

call number: 199.

educationaldemand/resource allocation/resource utilization/ efficiency/facilities/graderetention/school dropouts/teacher student ratio/fundraising/private schools/research review.

Hakansson,Magnus (1986).UPE (IDA) Project 1980-86:Summative Evaluation Report. Paris: UNESCO.

(This partial document containsstatistics on achievementin what appears to be Bengali.)

call number: 140.

academic achievement/schoolenrollment/school attendance/grade retention/schooldropouts/textbooks/facilities/costs/research report.

Halpern, Robert (1986).Effects of Early ChildhoodIntervention on Primary School Progress in Latin America. Com2arativeEducation Review; 3(2): 193-215.

(The conclusionsin this paper are based on a review of three well-designedstudies and a number of other studiesdescribed as non experimentalevaluations of naturallyoccurring service/demonstration programs in Latin America. The well-designedstudies are set in Cali, Bogota and Guatemala.)

call number: 35.

early childhoodintervention programs/student characteristics/ school quality/socioeconomicstatus/school dropouts/grade retention/research review. 34

Hamilton,Marlene, A (1985).Performance Levels in Science and Other Subjects for JamaicanAdolescents Attending Single-Sexand Co-EducationalSigh Schools. Science Education;j9(4): 535-547.

(The sample consistedof 529 boys and 617 girls, representing14% of Jamaica's grade 11 populati.on.)

call number: 148.

coeducational-single-sexschools/academic achievement/sex differences/science/researchreport.

Hartley, Michael, J; Swanson,Eric, V (1986).Retention of Basic Skills Among Dronouts from Egyptian Primary Schools.Washington, D.C.: The World Bank (processed).

(The sample consistedof 8,570 students in grades 3 to 6 and 1,794 children classifiedas dropouts in 1978/79 in Egypt.)

Previous studieshave employed a cross sectiondesign and have affirmed that dropouts suffer a rapid and substantialloss of basic skills during the first few years from school.A relatedhypothesis suggests the existenceof a "permanencythreshold" for basic skills within the range of primary school grades. Once this thresholdis achieved,a dropoutmay be expected to retain functionallevels of literacyand/or numeracy, regardlessof the number of years displacedfrom school. Such a thresholdis often used to justify the length of the compulsory schoolingperiod. This case study examines the retentionof basic skills among primary school dropouts.The results contradictmany of the hypothesesin the literatureon retention.

call number: 171.

school dropouts/primaryeducation/literacy/learning/student ability/studentcharacteristics/test performance/educational attainment/researchreport.

Harvey, T. J. (1985).Science in Single-Sexand Mixed Teaching Groups. EducationResearch; 27(3): 179-182.

(The sample consistedof 2900 children in 17 differentsecondary schools in the South West of England.)

The evidence suggests that single-sexgroups for science,whether in mixed schools or in single-sexschools, do not improve the attainmentof girls in first year science. Boys and girls are shown to perform equally well upon knowledge-basedtests but upon mechanicalreasoning and 35 evaluationof data tests, boys performedsignificantly better than girls.

call number: 147.

science/coeducational-single-sexschools/sex differences/research report.

Harvey, T. J.; Wareham, N (1984).An Investigationinto Sex Differencesin CertainAspects of Science PracticalWork with First-YearSecondary School Pupils in Single Sex and Mixed Teaching Groups. Research in Science and Technological Education;2(2): 187-195.

(The sample consistedof 224 boys and 227 girls from 5 secondaryschools in Bath, England.)

No significantdifferences were found between the differentschools or between groupingsof children.No differencesbetween boys and girls were found in regard to practicalwork.

call number: 150.

coeducational-single-sexschools/academic achievement/science/sex differences/learning/researchreport.

Rativa, Niva (1988).Sigal's IneffectiveComputer-Based Practice of Arithmetic:A Case Study. Journal for Research in MathematicsEducation; 19(3): 195-214.

Sigal, a second-gradegirl in Israel,was observed for severalmonths while practicingarithmetic with a structuredand controlled computer-assisted(CIA) system. Sigal was an average student,but consistentlyfailed to solve problems on the computer that she could do successfullywith paper and pencil. Severalkinds of interventionsdid not bring about improvementin her work on the computer.Continued observationsover a 2-year period showed almost no change. This paper suggestsreasons for Sigal'sexperience.

call number: 268.

computer assisted instruction/mathematics/problems/researchreport.

Haveman, Robert, H.; Wolfe, Barbara, L (1984).Schooling and Economic Well-Being:The Role of NonmarketEffects. Journalof Human Resources;19(3): 377-407.

This document reviews research on the nonmarketbenefits of educational investmentsand presents a strategy for calculatingnon-market effects. 36

Standard estimatesof the economicvalue of additionalschooling, based on earnings differencesassociated with differencesin the level of schoolingattained, cover only a portion of the total effects of education that are valued by citizens.The authors identifya catalog of nonmarketeffects, and then propose a procedurefor estimating willingness-to-payfor these effects.The calculationssuggest that standard estimatesof the benefit of incrementalschooling substantially understate the full value of such investments.

call number: 158.

rates of return/costanalysis/income/educational benefits/non-economic benefits/birthcontrol/educational needs/outcomes of education/research report.

Haves, H. V. R. (n.d.) ProfessionalSupport for Teachers in Schools:An IndonesianCase Study.(processed).

(The conclusionsappear to be based on the authors visits to 25 of the 200 school actively involved in the project.)

The paper provides a descriptionand preliminaryassessment of a project designed to improveprofessional support to primary teachers in one district in West Java, Indonesia.

call number: 4.

supervisorymethods/teacher supervision/professional development/ academic achievement/teacherstudent relationship/ research report.

Hawkridge, David (1985).General Ogerational Review of Distance Education. Washington,D.C.: The World Bank (preparedfor the EducationPolicy Division, processed).

(This paper provides statisticson the 32 Bank projects that have incorporateddistance education. It also provides case studies of Bank projects in Malaysia, the Ivory Coast, Thailand, the Philippines, Malawi, and China.)

call number: 89.

distance education/television/radio/costeffectiveness/academic achievement/researchreview.

Heller, Peter, S.; Cheasty,Adrienne (1983).Sectoral Adjustment in Government Expenditurein the 1970's:The EducationalSector with ParticularEmrahasis on Latin America (confidential].(processed). 37

(The paper analyzes data on primary, secondaryand higher education in 27 middle-incomecountries primarily in Latin America.)

call number: 5.

policy/resourceallocation/resource utilization/school quality/ research review.

Herrera, N.G. and Super, C.M. (1983).School Performanceand Physical growth of UnderprivilegedChildren: Results of the Boeota Projectat Seven Years. Washington,D.C.: The World Bank: Population,Health and NutritionDepartment.

An experimentproviding various combinationsof nutritional supplementationand "home education"for a cohort of childrenand their mothers through pregnancyand up to three years of age was conductedin Bogota. This study reports significanteffects in children'sgrowth, diet, and school performancefour years after the terminationof the p.roject'sinterventions for both supplementationand home education interventions.

call number: 298.

school performance/achievement/nutrition/schoolenrollment.

Heyneman,S. (1985) DiversifyingSecondary School Curricula in Developing Countries:An ImplementationHistory and Some Policy Options. International Journal of EducationalDevelopment; 5(4): 283-288.

This paper describesthe history of the diversifiedcurriculum debate. The first sectionbriefly refers to the precedentsfor such discussions during the colonial era. A second section describesthe institutional environmentbehind the beginningof bilateraland multilateral assistanceto diversifiedcurricula in 1960. The third section summarizesthe changes in thinkingabout diversifiedcurricula which have occurred in the World Bank over the last 20 years. This third section, itself, is divided into three subsections:(i) the original World Bank rationalesfor diversifiededucation (1960-1970);(ii) the implementationhistory (1970-1980);and (iii)post-1980 strategies, includingfinancing the researchwhose resultsare discussedat this meeting. The paper concludeswith a fourth sectionwhich refers to the options on diversifiededucation ahead.

call number: 285.

curriculum/curriculumreform/vocational education and training/research report.

Heyneman,S.(1986). The nature of a 'Practical'Curriculum. Education with Production;4(2): 91-103. 38

This article reviews the comparativeadvantages and disadvantagesof vocationaland more general academic curriculum.The article concludes that an academic curriculumis by all means more desirablethan a vocationalone.

call number: 288.

curriculum/vocationaleducation and training/comparativeanalysis.

Heyneman,Stephen, P. (1980).Differences Between Developed ard Developing Countries:Comment on Simmon and Alexander's"Determinants of School Achievement".Economic Developmentand CulturalChange; 28(2): 403-406.

This short paper reviewsresearch on factorsthat influenceachievement in developedand developingcountries. The author concludes:It is simply not true that the determinantsor school achievementare basically the same for developingand developedcountries.

call number: 135.

academic achievement/educationalimprovement/socioeconomic status/educationalefficiency /research review.

Heyneman, Stephen, P. (1983).Education During a Period of Austerity:Uganda, 1971-1981.Comparative Education Review; 27(3): 403-413.

This document describesUganda's continuedsupport of educationduring difficultpolitical and economic times.

call number: 235.

school enrollment/economicdevelopment/examinations/family-community characteristics/schoolquality/educational equity/ researchreport.

Heyneman,Stephen (1980). Instructionin the Mothe- Tongue: The Question of Logistics. Canadianand InternationalEducation; 9(2): 88-94.

(The sample is describedas consistingof a random sample of primary schools in 5 districtsand 3 urban areas in Uganda.)

Three factorsmust first be weighedbefore an investmentis made in instructingstudents in the languagespoken at home. One is the economic cost of materials,teacher trainingand the like; a second is the cognitivecost, if any, of using the mother tongue;the third is logisticalfeasibility. This paper discussesthe later. It is discovered that only 22% of the classroomsin the sample are monolingual;47% contain 4 or more languages.The averagenumber/classroom is 3.8. 39

call number: 238.

second language learning/management/teachingconditions/ teaching practices/researchreport.

Heyneman,Stephen, P. (1977).Relationships Between the Primary School Community end Academic Achievement in Uganda. The Journal of Developing Areas: U(2): 245-259.

(The sample of consisted of 67 primary schools in 5 economically diverse districtsand the three largesturban areas in Uganda.)

call number: 33.

academic achievement/communitycharacteristics/grade retention/ research report.

Heyneman,Stephen, P. [e.a.J (1978).Textbooks and Achievement:What Se Know Vishington, D.C.: The World Bank, staff working paper No. 298.

(This portion of a larger documentprovides data on achievementin Thailand,Uganda, Chile, Malaysia and Brazil.)

call number: 133.

textbooks/academicachievement/socioeconomic status/teacher characteristics/studentcharacteristics/private schools/sex differences/rural-urban factors/family- community characteristics/researchreview.

Heyneman,Stephen, P. (1981).Textbooks and Achievementin Developing Countries:What We Know. Journal of Curriculum Studies; 13(3): 227-246.

(IEA Data from 13 countries are examined.)

call number: 139.

academic achievement/textbooks/student characteristics/ socioeconomic status/privateschools/sex differences/ educational equity/research report.

Heyneman,Stephen, P. (1984) Textbooksin the PhilipFines:Evaluation of the PedagogicalImpact of a NationvideInvestment, to appear in Educational Evaluationand Policy Analysis.Washington, D.C.: The World Bank.

(The sample consistedof 2856 first grade studentsand approximately 2600 second grade students in the Philippines.)

Results strongly indicatethat the productionand distributionof high quality readingmaterials substantially improve students'knowledge of 40

science,mathematics and language.Introduction of the textbooks improved student learning in the course of a single year by an amount equal to between .18 and .51 standarddeviations in posttest scores. Further improvementsin textbook availability(from a ratio of 2 students to each book to a ratio of 1 book per student)seemed to result in no further improvementin quality. There is some evidence that learning gains are larger among those studentswhose family backgrounds have been associatedwith severe disadvantagein the level of cognitive skills brought to the school beforehand.Gains resultingfrom the investmentin textbookswere achieved at the cost of about 1% increase in per student annual costs of schooling.

call number: 131.

textbooks/academicachievement/costs/socioeconomic status/ family-communitycharacteristics/research report.

Heyneman,Stephen, P. (1979)Why ImpoverishedChildren Do ga1 In Ugandan Schools. Com aative Educatio,;1_5(2): 175-185.

(The sample consistedof 2293 children in 5 districtsand 3 urban areas.)

call number: 137.

student attitudes/socioeconomicstatus/academic achievement/ employment/income/examinations/researchreport.

Heyneman,Stephen, P.; Jamison, Dean T. (1980).Student Learning in Uganda: TextbookAvailability and Other Factors. Com_arativeEc.ication Review; 24: 206-221.

(The data were collectedfrom 61 Ugandanprimary schools.The final sample contained10.7% of the schools,13.1% of grade 7 pupils, and 12.9% of the teachers in 5 districtsand the three urban areas in the country.)

call number: 130.

academic achievement/textbooks/teachercharacteristics/ facilities/nutrition/studentcharacteristics/research report.

Heyneman, Stephen, P.; Loxley,William, A. (1983).The Distributionof Primary School QualityWithin High- and Low-IncomeCountries. Comparative Education Review; 27(1): 108-118.

(This paper pulls data from many differentsources.)

call number: 138. 41

school quality/schoolresources/income/socioeconomic status/ resource allocation/educationalequity/research review.

Heyneman,Stephen, P.; Lo7ley, William A. (1983).The Effect of Primary-School Quality on Academic Achievementacross Twenty-NineHigh- and Low-Income Countries.The American Journal of Sociolov; 08(6): 1162-94.

(This paper examines influenceson studentachievement in Africa, Asia, Latin America, and the Middle East.)

The study found that the lower the income of the country,the weaker the influenceof pupils' social status on achievement.Conversely, in low-incomecountries, the effect of school and teacher quality on academicachievement in primary school is comparativelygreater. From these data, which are more representativeof the world's populationof schoolchildrenthan those used in previous studies,it is possible to conclude that the predominantinfluence on studentlearning is the quality of the schools and the teachers to which studentsare exposed.

call number: 103.

academic achievement/schoolquality/primary education/ socioeconomic status/income/teachercharacteristics/research review.

Heyneman,Stephen, P.; Loxley, William.A. (1982).Influences of Academic AchievementAcross High and Low Income Countries:A Re-Analysisof IEA Data. Sociologyof Education;55: 13-21.

(This paper uses IEA data gathered on a sample of 10,000 schools, 50,000 teachersand 260,000 students in 21 countries.)

The authors suggest that statisticaltechniques used to analyze IEA data influencedfindings. Original analysesof data sought to analyze those variables thought to be importantacross all societiestaken together. The authors re-analyzedthe data for each country separatelyand got differentresults. Using only variableswhich were founidto be "important"in that particularsociety, two sorts of o;angeswere found: they tend to increase significantlythe variance explainedby school effects, and this increasetends to be greatest in "poorer"countries.

call number: 136.

academic achievement/comparativeanalysis/science/preschools/ school characteristics/curriculum/socioeconomicstatus/research review.

Heyneman, Stephen, P.; White, Daphne, Siev. (1986).The Ouality of Education and Economic Develogment.A World Bank Symposium.Washington, D.C.: The World Bank. 42

(This report contains several articles:an overviewof the problem by Heyneman;The Quality of Educationand EconomicGrowth: a Review of the Literature,by Lewis C. Solmon; School Quality and Economic Growth in Mexico, by Bruce Fuller and others;The Stages of Growth in Educational Systems,by C.E. Beeby; and Lessons from Bank Experience.)

The report fills a gap in the literatureon education.While many studieshave dealt with the economic returns to investmentsin the quantity of education (access),little had been said on the returns to investmentsin quality of education.The report examines the economic yield to be anticipatedfrom an investmentin educationalquality, with emphasison Mexico, and analyzes the possible implementationof investmentsin quality.

call number: 274.

school quality/ratesof return/educationalimprovement/ examinations/promotion/repetition/teachertraining/time on task/ textbooks/researchreview.

Hinchliffe,Keith. (1986).The Monetary and Non-MonetaryReturns to Education in Africa. Washington,D.C.: The World Bank, Educationand Training Series (DiscussionPaper).

This paper surveys the literatureon the returns to educationin Sub-SaharanAfrica. Income and/or output differentialsin the urban formal and informalsectors and in agricultureare first describedand the implicationsfor rate of return patterns discussed.This is followed by a discussionof aspects of education-migrationrelationships. Next, survey results of the effects of educationon fertility,infant mortality and nutrition are presentedand competingsets of implications highlighted.\finally, at a very general level, the effects of education on a variety of other non-monetaryvariables are considered.

call number: 282.

income/ruralurban factors/ratesof return/migration/fertility/infant mortality/nutrition/researchreview.

Hindson, Colin E. (1985).The Search for EducationalAlternatives in a Pacific Micro-State.International Journal of EducationalDevelopment; 1(4): 289-294.

(This articleprovides backgroundand enrolmentfigures for private CHS, governmentacademic high schools and upper primary classes in the Central Pacific Republic of Kiribatibetween 1978 and 1982.)

Kiribati attemptedduring the 1970's to set up CommunityHigh Schools for the majority of students living in small-islandvillage situations who could not proceed to academic secondaryschools. The scheme failed as parents saw these schoolsmore as high schools, and wanted them to 43

lead to Western employment.The governmentwas firm in not allowing this to happen, and continuingto pursue locally-orientedschooling through upper primary classes. This directionhas been thrown into doubt by the recent emergenceof private high schoolson the main island which have attractedmany outer-islandstudents.

call number: 188.

private schools/family-community characteristics/cultural differences/employment/researchreport.

Hogan D. (1987, February 24). Responseto Request from Marlaine Lockheed for Informationon Student Examination/Testingin Hony Kons [letter).

call number: 62.

examinations/studenttesting/curriculum/research report.

Horn, Robin (1986). FollowMRADDraisal for the OECS Vocational/Technical Training Project (Back-to-Officereport). (processed).

(This report contains data on the Caribbean.)

call number: 48.

vocationaltechnical training/costs/educational spending/class size/schoolenrollment/research report.

Horn, Robin; Arriagada,Ana-Maria (1986).The EducationalAttainment of the World's Population:Three Decades of Progress.Washington, D.C.: The World Bank.

(This paper, which analyzes the educationalachievement of the adult populationsin 74 countriesis based on 1980 census data.)

The first section focuses on regionaland gender differencesin the proportionof the populationwithout any education. It finds that substantialgains in schoolinghave been made since the 1940s, although the gap between men and women, though diminishing,persists throughout most of the world today. The second section examinesaverage levels of schoolingof the world'spopulation and emphasizesthe substantial progress that was made by women between the 1940s and 1970s. The third section presents the proportionof the adult populationthat has obtained a completeprimary school educationand suggests that universal primary educationis still a distant goal for many countries. The final section compares regional and gender differencesin the primary schools completionrate--a measure of internalefficiency. While developing countrieshave achieved some improvementson this measure,persistently 44

low levels of primary school efficiencycontinue to plague education sectors.

call number: 243.

educationalattainment/sex differences/primary education/ internal efficiency/academicachievement/family-community characteristics/researchreport.

Husan, Torsten [e.a.J (1987).Teacher Training and Student Achievementin Less DevelopedCountries. Washington, D.C.: The World Bank, Staff Working Paper No. 310.

This paper reviews major research findingspertaining to the relationshipof teacher characteristics,including the level of educationalattainment and pedagogicaltraining, with student performancein developingcountries. The authors found this relationshipto be complex and mixed, some of the variablesshowing positive relationships,while others showed negative or no correlation. They concludedthat a larger number of the more carefullydesigned studiesrevealed a positive correlationbetween teacher training and studentachievement.

call number: 7.

academicachievement/teacher characteristics/teacher training/ research review.

InternationalAssociation for the Evaluationof EducationalAchievement (1988).Science Achievement in SeventeenCountries. A PreliminaryReport. Oxford: Pergamon Press.

(This book covers the followingcountries: Australia, Canada, China, England, Finland, Hong Kong, Hungary, Italy, Japan, Korea, Netherlands, Norway, Philippines,Poland, Singapore,Sweden, Thailand, US. Some sample test items are reproducedin the appendix.)

This is a study of science achievementat three levels in each school system: 10 year old, fourteenyear old, and the final year of secondary school.The publicationpresents the followingmajor results: the validity of the tests; the mean achievementscore for each country at each level; for the fourteenyear olds an extra result of the 'bottom 25 percent" of children in school; the achievementdifferences between boys and girls; the between school differencesat each level; the percentage of schools in each country scoringbelow the lowest school in the highest scoring country.

call number: 299.

achievement/sexdifference/science/research report. 45

Irving, James (1976).Coeducational or Single-SexSchools? A Review of the Llterature.Wellington, New Zealand:Neo Zealand Council for Educational Research.

(The focus of this article is on the advantagesand disadvantagesof co-educationaland single-sexsecondary schools in England and New Zealand.)

call number: 146.

academicachievement/coeducational-single-sex schools/student attitudes/educationalbenefits/school characteristics/research review.

James, Estelle (1986).Public Policy Toward PrivateEducation. Washington, D.C.: The World Bank (processed).

(This paper was prepared for the World Bank as part of its program for analyzingdecentralization policies and is based on discussions with "knowledgeablepeople" about a sample of 35 advanced industrialand developingcountries and visits to some of them.)

call number: 214.

private schools/comparativeanalysis/policy formation/school quality/schoolenrollment/economic aid/research report.

Jamison, Dean [e.a.] (1973).The Effectivenessof AlternativeInstructional Media: A Survev. Princeton,NJ: EducationalTesting Service.

(This paper reviews and provides findings for 17 studiesof media use throughoutthe world.)

call number: 90.

distance education/media/radio/television/programedinstructional materials,computerassisted instruction/classsize/teacher student ratio/academicachievement/research review.

Jamison, Dean T. [e.a.] (1981).Improving Elementary Mathematics Education in Nicaragua:An ExperimentalStudy of the Impact of Textbooksand Radio on Achievement.Journal of EducationalPsXcholo2v; 73(4): 556-567.

(Approximately3,000 students in eighty-eightfirst grade classroomsin Nicaraguaparticipated in the study.)

Both the textbook and radio treatmentshad significantpositive effects on achievement.Availability of textbooksincreased student posttest scores by about 3.5 items correct,approximately .33 of a standard 46

deviation.Availability of the radio instructionalprogram increased student posttest scores 14.9 items, about 1.5 standard deviations.Both interventions reduced the achievement gap between urban and rural students.

call number: 129.

mathematics/textbooks/radio/rural-urbanfactors/academic achievement/research.eport.

Jamison,Dean T. (1985).The Profitabilitwof Investmentin Education:Latest Evidence. (World Bank Office Memorandum).

(This short internalmemo containsdata on rates of return to education in Africa, Asia, and Latin America.)

call number: 45.

rates of return/educationalbenefits/educational expansion/ educational spending/post-secondary education/salary differentials/secondary education/researchreview.

Jamison, Dean, J. (1978).Radio Educationand Student Repetitionin Nicaragua.:World Bank Reprint Series:Number 91.

(This paper uses 1975 data from the NicaraguanRadio MathematicsProJect which evaluatedstudent cognitiveperformance at the first grade level.)

call number: 258.

radio/graderetention/school dropouts/school attendance/school enrollment/costs/educationalattainment/educational efficiency /research report.

Jamison, Dean, T. (1982).Reduced Class Size and Other Alternativesfor ImprovingSchools: An Economist'sView. School Class Size: Research and Polic . Beverly Hills: Sage Publications;116-129.

The article provides 1) data about the relationshipbetween class size and student achievementin 97 countries,and 2) data about the use of textbooksand radio in approximately60 first grade classroomsin Nicaragua.

call number: 114.

class size/academicachievement/teacher student ratio/ textbooks/radio/costs/researchreview. 47

Jamison, Dean; Klees, Steven (1973).The Cost of InstructionalRadio and Televisionfor DevelopingCountries. Stanford, CA: Institutefor Communication Research,Stanford University (processed).

(Section 3 of this document providesa cost analysis of 1) television projects in Columbia,American Samoa, El Salvador,Mexico and the Ivory Coast and 2) radio projects in Thailand,Mexico and Indonesia.)

call number: 88.

radio/cost analysis/television/distanceeducation/research report.

Jamison, Dean, T; Lockheed,Narlaine, E. (1987).Participation in Schooling: Determinantsand Learning Outcomes in Nepal, EconomicDevelo2ment and Cultural Chanze; 35(2), 279-306.

(Data for this analysiswere obtained from a survey of 795 rural, farm households in the Terai region of Nepal, studied as part of a World Bank researchproject examiningthe effectsof educationand agricultural extensionon rural development.)

call number: 227.

school enrollment/educationaloutcomes/educational attainment/ social status/sexdifferences/family-community characteristics/ school attendance/literacy/researchreport.

Jamison, Dean, T.; Noock, Peter, R. (1984).Farmer Educationand Farm Efficiency in Nepal: The Role of Schooling,Extension Services, and Cognitive Skills. World Development;12(l): 67-86.

(The data for the analyseswere obtained from a survey of 683 rural household'sin 2 of Nepal's 75 administrativedistricts.)

The study found a positive effect of educationon effieiencyfor 3 major crops, but only with the recently introducedwheat crop is the effect statisticallysignificant at standardlevels. The data provide no evidence that education'seffects should be attributedto family backgroundor to a measure of ability.Numeracy is found to affect productivityin wheat production (as well as the propensityto grow wheat at all). Measures of farmer modernityand agriculturalknowledge are not found to be correlatedwith farm efficiency.A one-standard-deviationimprovement in the numeracy test score has a present value that is high relative to the probable cost of effecting such an improvement.

call number: 237. 48

literacy/educationalattainment/efficiency/educational benefits/family-community characteristics/input output analysis/research report.

Jamison, Dean; Orivel, Frangois (1982).The Cost-Effectivenessof Distance Teaching for School Equivalency,in Perraton,Hilary (ed.). AlternativeRoutes to Formal Education:Distance Teaching for School Equivalency. Baltimore/London:The Johns Hopkins UniversityPress.

(This paper summarizes information on costs for 14 projects which used distance teaching for primary or secondary level school equivalency.)

call number: 87.

distance education/costeffectiveness/educational benefits/ researc,. report.

Jamison, Dean T.; Van der Gaag, Jacques. (1986).A Note on Educationand Earninja in the Peonle's Republic of China. Washington,D.C.: The World Bank.

(The data are from 481 households,290 of which are in rural areas in the People's Republic of China. The sample has informationon 2154 indiviLuals.)

The .udy examines the impact of educationon the employmentand ear rngsof urban dwellers and on the value of output of small farms. The Mincerianrate-of-return to schoolingwas 4.5 for urban males and 5.5 for urban females. The effect of experienceon earningswas unusually low for males and negligiblefor females.The educationlevels of adults in farm householdshad a strong impact on total farm earnings, mostly through its impact on "sideline"production rather than grain output. Data on educationalattainment of children allowedan assessment of the determinantsof schoolingreceived; as in other developing countries,females do less well than males, childrenof poorly educated parents do less well, and, most strongly,rural dwellers do less well.

call number: 216.

educationalattainment/employment/income/rural-urban factors/ sex differences/family-communitycharacteristics/rates of return/research report.

Jimenez, Emmanuel (1987).Analysis of Thai data - Private/Public Differentials.(World Bank Office Memorandum).

(This internalmemorandum describes public/private school issues related to a paper to be developedexamining student achievementamong 8th grade students in Thailand.Attached to the memorandumare notes from a seminar given by Donald Cox on sample selectionbias.) 49

call number: 183.

academic achievement/privateschools/educational expansion/ student characteristics/schoolcharacteristics/cost analysis/ research report. jimenez, Emmanuel [0.a.) (1988).Does Local FinancingMake Public Primary SchoolsMore Efficient?The PhilippineCase. Washington,D.C.: The World Bank (processed).

(Analysesare based on data from 586 elementaryschools.)

call number: 191.

decentralization/educationalfinance/educational efficiency / rural-urbanfactors/private schools/school quality/school enrollment.

Jimenez, Emmanuel [e.a.J (1986).An EconomicEvaluation of a National Job Trainina System: Columbia'sServico Nacional de Aprendizaje(SENA).

(The sample consistedof 1410 SENA traineesin Columbia.)

call number: 127.

vocationaltechnical training/cost effectiveness/rates of return/ socioeconomicstatus/income/research report.

Jimenez, Emmanuel (1986).The Public Subsidizationof Educationand Health in DevelopingCountries: A Review of Equity and Efficiency.Research Observer; L(l): 111-135.

(This document reviewsdata from countriesthroughout the world.)

call number: 203.

resource allocation/socioeconomicstatus/costs/educational benefits/ratesof return/schoolenrollment/post-secondary education/educationalefficiency /educational equity/research review.

Jimenez, Emmanuel (1986).The Structureof EducationalCosas: Multiproduct Cost Functions for Primary and Secondary Schools In Latin America. Economics of Education Revlew; 5(1): 25-39.

(The sample consists of 43 primary and secondary Bolivian schools and 41 primary Paraguayanschools.)

Data for the Paraguayanand Bolivian samples indicatethat the average primary school does exhibit scale economieswith respect to the 50

percentage changes in quality adjusted enrollment,with the level of secondarystudent outputsheld fixed. The same findingholds for the average Bolivian secondary school, with the provision of primary levels held fixed. The results are not substantiallyaffected when student's transportationcosts are taken into account. For this sample, there do not appear to be any significantcomplementarities that imply lower costs for schoolswhich offer both primary and secondaryservices vs those which offer only one or the other. There is some scope to substitutebetween labor and non-laborinputs, even in the short run, particularlyfor the Bolivian sample. Thus, in the event of a major escalationin teachersalaries, schools may be able to absorb some of the increaseby substitutingteachers for materialsto maintain the same level of output in terms of quantity and quality. There is some evidence for Paraguay that the size of the physicalplant for schools is excessive.This overinvestmentwould imply that long-run cost minimizationshould not simply be assumed in cost function studies.

call number: 75.

input costs/schoolsize/school quality/cost effectiveness/ outcomes of education/facilities/studentability/research report.

Jimenez, Emmanuel;Tan, Jee Peng (1987).Decentralization and Private Education:The Case of Pakistan.Washington, D.C.: The World Bank.

(This documentpresents a case study of the change from a nationalized to a decentralizedsystem in Pakistan.Alllevels of the system from primary throughpost-secondary are covered.)

The authors explore the issues relatedto decentralizationin financing and managing education.They contend that liftingof prohibitionson private schoolshas increasedenrollments. Indirect evidence suggests an increase in quality also. Still uncertainare issues of internal efficiency,equity and the impact of decentralizationon public schools, particularlyin rural areas.

call number: 245.

private schools/decentralization/schoolquality/school enrollment/ costs/educationalexpansion/educational equity/ expenditure per student/sexdifferences/research report.

Jimenez, Emmanuel (e.a.] (n.d.).School Effects and Costs for Private and Public Schools in the DominicanRepublic: (processed).

call number: 325.

private schools/costeffectiveness/academic achievement/educational efficiency/researchreport. 51

Jimenez, Emmanuel;Lockheed, Marlaine, E.; Vattanavaha,N. (1988) The Relative Efficiencyof Privateand Public Schools. The Case of Thailand.The World Bank Economic Review; 2(2): 139-164.

Cost-effectivenessis a key considerationin the policy debate on the appropriaterole of private schools in predominantlypublic school systems. This article analyzes the relativeperformance of public and private schools in Thailand in enhancingeighth grade student scores in standardizedmathematics tests, given studentbackground and school characteristics.Its main conclusionis that private schools are, on average, more effectiveand less costly than public schools in improving student performancein mathematics.

call number: 323.

cost effectivene..'private schools/mathematics/academic achievement/researchreport.

Jimenez, Zmmanuel;Lockheed, Marlaine, E. (1988).The relative effectiveness of Sinele-Sexand CoeducationalSchools in Thailand.Washington, D.C.: The World Bank, Populationand Human Resources (Policy,Planning, and Research Working Paper WPS 29).

Single-sexschooling is more effectivefor girls, but coeducational schoolingis more effectivefor boys in improvingstudent performance in mathematics.The differencesare due to peer group effects, rather than school or classroom characteristics.

call number: 319.

coeducational- single - sex schools/effectiveschools/sex differences/academicachievement/mathematics/research report.

Jimenez, Emmanuel;Lockheed, Narlaine, E.; Paqueo,Vicente (1988).The Relative Efficiencyof Public Schools in DeveloDingCountries. Washington, D.C.: The World Bank, Populationand Human Resources (Policy,Planning, and Research Working Paper WPS 72).

(This paper uses the case studies of Colombia,Philippines, Tanzania and Thailand,on which it provides data.)

Private schools are a cost-effectiveoption for expandingsecondary educationin some developingcountries. They may also provide some lessons for improvingthe efficiencyof public schools.

call number: 321.

efficiency/privateschools/cost effectiveness/secor.dary education/researchreview. 52

Jimenez, Emmanuel;Paqueo, Vicente; laurdes de Vera, Ma. (1988).Does Local FnnLcing Make Primary SchoolsMore Efficient?The PhillppineCase. Washington,D.C.: The World Bank, Populationand Human resources (Policy, Planning,and ResearchVorking Paper WPS 69).

Philippineschools that rely more heavily on local sources of income are more cost-effectivethan those that are more dependenton central funding.

call number: 322.

educationalfinance/cost effectiveness/research report.

Jimenez, Emmanuel;Paqueo, Vicente; Lourdes de Vera, Ma. (1988).Student Performanceand School Costs In the PhiliDpines'High Schools.Washington, D.C.: The World Bank, Populationand Human Resources (Policy,Planning, and Research Working Paper WPS 61).

Private schools in the Philippinesare substantiaLlymore effectivethan their public counterpartsin teachinglanguage skills,marginally less effectivein teachingmathematics skills, and much less costly per pupil than public schools.

call number: 320.

private schools/effectiveschools/language arts/mathematics/costs/academicachievement/research report.

Jones, CharlesJ [e.a.] (1971).Effects of Coeducationon AdolescentValues. Paper presentedat the Annual Meetingof the American EducationalResearch Association.

(Subjectswere 1225 students in their third and fourth years of secondaryschool in New Zealand.Part of the sample attended coeducationalschools and part attendedsingle-sex schools.)

The study examines the effectsof coeducationon student attitudesand behaviorsrelated to academicmotivation and achievement.Chi-square analysis of responsesindicates significant differences between responsesof students in the coed schools and those in single-sex schoo's in scholasticactivities and attitudes,prestige and popularity, peer influences,and self-regard.Students from single-sexschools tend to value scholasticachievement and sports participationmore than do coed students.Singe-sex school students also seem less preoccupiedby "ratingand dating.".

call number: 152. 53

coeducational-single-sexschools/academic achievement/student attitudes/studentbehavior/student characteristics/research report.

Jones, Charles J.; Shallerass,Jack (1972).Coeducation and AdolescentValues. Journal of EdMcationalPsycho9loaX; 63(4): 334-341.

(A questionnairecovering student characteristicswas administeredto 1,225 New Zealand secondarystudents in two single-sexschools and one coeducationalschool. Schoolswere similar in curricula,student regimentation,and attitudesand values of teachers,administrators, and students'parents.)

Significantdifferences were found between students in single-sex schools and students of the same sex in coeducationalschools. Results suggest coeducationmay be inimical to both academic achievementand social adjustment.

call number: 156.

coeducational-single-sexschools/student attitudes/student behavior/sex differences/studentcharacteristics/research report.

Joni, Raka T. (1987,May 9). Resgonse to Letter from Marlaine Lockheed Req!aestingInformation on StudentExamination/ Testing in Jakarta. Indonesia.

call number: 54.

examinations/studenttesting/curriculum/research report.

King, Elizabeth;Lillard, L.(1986). Rising EducationalLevels in the Philippines:Determinants and Sex Differences,in Economicsof Education: Tackling the New Policy Issues,Dijon: IREDU.

(The study uses household survey data from the 1978 Bicol Multipurpose Survey of families in the Philippines.)

Educationallevels rose rapidly in the sixtiesand seventiesin the Philippines.The pace of growth was faster for women than men, resulting in women catchingup or overtakingmen with respect to school attainment.During this period, the number of schools increased dramatically.In this study, the effects of the availabilityof schools and other determinantsof school enrollmentare examined.Individual, family and communitycharacteristics are explored.

call number: 113.

academic achievement/sexdifferences/educational expansion/ school enrollment/studentcharacteristics/family-community characteristics/researchreport. 54

King, Elizabeth,M.; Lillard, Lee, A. (1987).Education Policy and Schooling Attainment In Malaysia and the Philippines.Economics of EducationReview; 1(2): 167-181.

(The sample includes about 1100 householdsand 1500 households in Malaysia and the Philippines,respectively. Aggregate schoolinglevels have risen greatly since the 1960's in Malaysia and the Philippines.)

This paper examines the extent to which the family background of individuals and the education policies of the government together influenceschooling levels. The results suggest that education policies in either country have significantlyaffected levels as well as the relative distributionof schoolingamong its demographicgroups.

call number: 263.

educationalpolicy/educational attainment/family-community characteristics/costs/schoolenrollment/sex differences/ research report.

Knight, J. B.; Sabot, R. H. (1986).Educational Exnansion. Productivity and Ineuality: A ComnarativeEconomic Analysis of the East African Natural KnDeriment.(processed).

(The sample consistedof employed "secondaryschool leavers",2000 from Kenya and 2000 from Tanzania.)

The study is describedas follows in an internalmemo: The interesting conclusionsof this research include the findings that rates of return to investmentin educationhave been quite insensitiveto rapid expansionof education,that the returns to educationare largely mediated through the cognitiveskills acquired in school rather than reflectinginnate abilityor family position,and that there is a large untapped private demand for educationalservices even among low-income families.

call number: 28.

economic development/educationalbenefits/educational equity/ academic achievement/educationalexpansion/cost effectiveness/ research report.

Knight, J.B.; Sabot, Richard, H. (1986).Overview of EducationalExpansion. Productlvitvand Inequality:a ComparativeAnalysis of the East African Natural Experiment.Washington, D.C.: The World Bank.

An overview is provided of a research project comparingthe restrictive policy for secondaryeducation in Tanzaniawith the more expansionist policy in Kenya. This "naturalexperiment" is exploited,by means of 55

speciallydesigned urban labor market surveys,to examine the relationshipbetween secondaryeducation or its expansionand, in turn, labor productivity,the structureand inequalityof pay, and educational access and interregionalmobility. The two policy regimesare evaluated and more generalpolicy implicationsare drawn out.

call number: 277.

secondaryeducation/rates of return/income/educationalexpansion/ cost-benefitanalysis/policy/research report.

Komenan,A., G. (1987).Education. exe6rience et salairesen C6te d'Ivoire: une analyse A Rartir de l'en1uftede main d'oeuvre de 1984. Washington,D.C.: The World Bank, Educationand Training series (discussionpaper).

The paper examines the relationshipbetween education,experience and salary in Cote d'Ivoire,by means of an earnings function.The data are from a sample of the 1984 Ivorian firm-basedmanpower survey.The main results are that private returns to educationin Cote d'lvoire display a stable trend from the lowest to the highest level of educationwith much variation in between; returns to educationof women is larger than that of men; the private returns to vocationaleducation are higher than those to general education (i.e.,not taking into account the relative unit cost of the two educationalsystems); there is no differencein the impact of educationon salary accordingto the locationof the firm; educated foreignworkers are better paid than their Ivorian counterparts;and the impact of educationon salary is higher in public firms than in private ones.

call number: 279.

rates of return/vocationaltechnical schools/sex differences/ employment/income/researchreport.

Komenan, A. G.; Grootaert,C. (1987).Teachers-Non-Teachers PAY Differencesin Cote D'Ivoire:Some EmpiricalEvidence.Washington, D.C.: The World Bank (processed).

(The study is based on a sample of 334 individualsemployed in the public and private sector in Cote D'Ivoire,who have at least 6 years of schooling.)

call number: 9.

salary differentials/teachersalaries/research report.

Korten, David. C. (1980).Community Organization and Rural Development:A Learning ProcessApproach. Public AdministrationReview;480-511. 56

(This document contains case studies of successfulcommunity/rural developmentin India, Sri Lanka, Bangladesh,Thailand and the Philippines.)

call number: 224.

donors/economicdevelopment/economic aid/research review.

Kutnick,P.and Jules, V. (1988).Antecedentsaffecting science achievement scores in classroomsin Trinidad and Tobago. InternationalJournal of EducationalDevelopment; 8(4): 305-314.

This paper initiallynotes the role of scientificeducation in a developingcountry and the need to enhance scientificeducation among the school population.Enhancement of scienceeducation for all pupils is dependenton the distributionof schools,quality oi schoolsand pupil participationin any country.To understandhow science education is advanced in a developingcountry it is also importantto know who is currentlysucceeding in scienceeducation in schools and to understand how this success is distributedamongst the school population.Thus, this paper questionswhether school-basedscience achievementmay be predeterminedby antecedentfactors or whether there is an equal opportunityof successamongst all pupil participants.A review of the literaturehas found that many antecedentfactors affect school and science achievement,and these factorsmay be more importantthan within-schoolprocesses thought to enhance science education.The antecedentfactors refer to: social/homebackground; age,religion, and sex of the pupil; school class level and size; type of school attended and its locality.This study assesseshow antecedentfactors affect science performancein a representativesample of pupils in primary and secondaryschools throughoutTrinidad and Tobago. The representative sample totalled 1998 children,aged 6-10 years. Pupils were selected from a geographictransect of Trinidad and Tobago, which fulfilled demographiccriteria. Once pupils were selected,biographic data were obtained for each child. Scienceachievement was measured by an end-of-termscience examinationdesigned for each class by the class teacher and graded on a 100% scale (withineach class).Within class pupil scores were standardizedfor comparisonbetween classes, schools, etc. Results from the analysisare summarizedas: scienceachievement scores decreaseas pupils increase in age. Girls perform consistently better than boys, with a slight variation in the sex by religionby school level interaction.Pupils in private schools score higher than pupils in similarlevels of state schools.Pupils from a middle class backgroundperform better than pupils from a working class background. Differencesin performancerelate to the religion of the child, with Muslim pupils scoringhigher than Hindu or Christianpupils. PEyils in single-sexschools perform at higher levels than pupils in co-educationalschools, and this is true for girls-onlyand boys-only schools.At the secondaryschool level the type of school attended is related to science achievementperformance with pupils in prestige (usuallychurch controlled)schools performing better than pupils in the comprehensive(state controlled)schools. The results support, develop, 57

and refine the previous literatureon school and science achievement. Unusually,girls are at the forefrontof science achievementin both primary and secondaryschools. Also, traditionalprejudices of social classes, school status and locationare confirmedwithin the school system in Trinidad and Tobago.A number of directionsfor future research and classroomaction studies are indicatedwhich focus on the existenceof these inequalities.

call number: 308.

science/achievement/sexdifferences/private schools/single-sex schools/researchreport.

Laflin, Michael (1987).A Study in Decentralization:The Liberian Rural CommunicationsNetwork: DevelopmentCommunication ReRort: 3(58).

(This article provides informationon the operationand effectivenessof 3 broadcastingstations in rural Liberia.)

call number: 270.

radio/decentralization/rural-urbanfactors/research report.

Lee, Kiong-Hock (1984).Further Evidence on Economiesof Scale in Higher Education.Washington, D.C.: The World Bank.

(The basis data set for this cross-coututryanalysis covers higher educationin a total of 20 developedcountries and 123 developing countriesin Africa, Latin America and Asia.)

The results of the analysis for the year 1979 show no long-runtendency towardsdiseconomies of scale. The results also suggest that the largest declines in average cost occur only at very low levels of enrollment- up to about 500 students.Substantial savings in terms of lower average costs can still be obtainedup to an enrollmentof about 10,000.Beyond this level cost reductionsare minimal. Our simulationstudy of the behavior of average costs in the developedcountries, Africa, Latin America and Asia point to some elementof internalefficiency in developingcountries higher education.Finally, we show that the relationshipbetween enrollmentratio and real average cost is in all probabilitydue to the strong correlationbetween enrollmentratio and total enrollment;contrary to the findingsof an earlier analysis.

call number: 210.

post-secondaryeducation/school enrollment/school size/costs/ internal efficiency/researchreport. 58

Lee, Kiong, Hock (1984).Universal Primary Education:An African Dilemma. Washington,D.C.: The World Bank, EducationDepartment (processed). (This paper focuseson the accomplishmentsand failuresof 30 sub-Africancountries with respect to universalprimary education.Most of the data appears to come from UNESCO's StatisticalYearbooks.)

call number: 252.

primary education/schoolenrollment/costs/educational finance/ literacy/researchreview.

Lee, Shin-ying [e.a.).Beliefs and Achievementin Mathematicsand Reading: A Cross-nationalStudy of Chinese.JaRanese. and American Children and Their Mothers. Ann Harbor: Universityof Michigan.

(The sample consistedof 121 American,164 Chinese (Taiwan)and 165 Japanese fifth grade students.)

call number: 117.

academicachievement/family-community characteristics/cultural differences/mathematics/reading/studentattitudes/research report.

Leithwood,K.A. (1989).A Review of Research on the School Princlalshin. Washington,D.C: The World Bank, EDucationand EmploymentDivision, Population and Human ResourcesDepartment. PHREE BackgroundPaper 89/07.

This paper reviews literatureon the nature, causes and consequencesof what elementaryschool principalsdo. It also inquiresabout research methods that would be useful for further researchand the impact on policy of researchconcerning principals. Results of the review identify the effects of what principalsdo on a small range of students and staff outcomes.The results also describe differencesamong the practicesof principalsand provide a relativelydetailed description of what appears to be the most effect pattern of practice.Explanations for what principalsdo are offered in terms of both external influenceson principalsand internal influencessuch as attitudesand thought processes. Specialattention is devoted to implicationsfor the training of principals.

call number: 306.

headmasters-principals/teachertraining/research review.

Lembert, Marcella (1986).The Imnact of Mother's Beliefs.Expectations and Attributionson Children'sPrimary School Dropout:The Case of Low SocioeconomicStatus Families in Urban Mexico. DoctoralDissertation. Stanford,CA: School of Education 59

(The subjects were 60 Mexican,urban, 2nd grade, public, primary school children and their mothers.)

Although the study'sdesign does not permit inferencesabout causal relationships,the data strongly suggest that mother's beliefs, expectations,and attributionsare associatedwith their children's reading performanceand school attainment(promotion or dropout).

call number: 32.

expectationsfor success/academicachievement/school dropouts/ research report/socioeconomicstatus/rural-urban factors.

Levin, Henry, M. (1987).Education as a Public and PrivateGood (processed).

(This paper contains analyses of issues rather than research findings.)

Discussionsof privatizationof educationusually refer to the transfer of educationalactivities from public to private institutions.This paper contends that a more efficientsolution to privatizationis a public-choiceapproach which will expand the productionof privately-valuededucational outcomes, while maintainingthe public functionsof schooling.

call number: 190.

private schools/educationalbenefits/educational efficiency / educationalfinance.

Levine, Robert, A. [e.a.] (1986).Schooling and Maternal Behavior in a Mexican City: The Effects of Fertilityand Child Survival.Philadelphia: Paper presentedto the American AnthropologicalAssociation Panel on Biocultural Perspectiveson Human Fertility.

(The sample consistedof 300 low-incomemothers from Mexico, who had at least one but no more than nine years of schooling.)

call number: 162.

fertility/family-community characteristics/education/income/ cultural factors/curriculum/educationalbenefits/non- economic benefits/research report.

Levinger,Beryl (1986).School Feeding Progaams in DevelopingCountries: an Analysis of Actual and PotentialImpact. Washington, D.C. (?): U.S. Agency for InternationalDevelopment.

This report reviews the availablestudies on the effects of school feeding programs on enrollment,attendance, and school performance.As 60

for attendanceand enrollment,the report concludes that SFPs do probably make a differencewhen there is a good fit between the program design and the environmentin which the program operates.Among the 22 studies discussed,the most rigorouslydesigned studies are also, as a group, the least conclusive.The author concludesthere is a need for a conceptualmodel. Several studies seem to support the view that SFPs work best in poor, stable, rural areas. They seem to be less effective when the poverty is abject and the need for child labor is great. Concerning school performance,the report concludesthat the definitive answer as to whether SFPs make a significantdifference in the cognitive developmentof students is unknown.However, preliminaryindications are that they do.

call number: 295.

school feedingprograms/school attendance/school enrollments/ academic achievement/researchreview.

Limcaco, E.R. (1988).SEAMEO Member CountriesAdapt Distance Learning.Studies in EducationalEvaluation; 14: 151-165.

(This article covers distanceeducation programs in Brunei, Indonesia, Malaysia, Singapore,Thailand, and the Philippines.)

call number: 311.

distance education/primaryeducation/teacher education/ secondary education/higher education/evaluation/instructionalinnovation.

Livingstone,Ian, D. (1985).PerceRtions of the intendedand implemented mathematicscurriculum: International Association for the Evaluationof EducationalAchievement.

(This report contains tables on students'achievement in mathematicsfor countrieswith differentincome levels,as well as on intended, implementedand attained curriculum.)

The model of the three curriculumsis central to this report.At the level of the educationsystem, there is the intended curriculum.At the level of the classroom,there is the implementedcurriculum, and at the level of the individualstudent, there is the attainedcurriculum. The level of correspondencebetween the intendedand implementedcurriculums is labeled "conformityof the educationalsystem." The study shows that in most countries,intentions run ahead of implementation.Reasons for this are sought. There can also be a lack of correspondencebetween what the teachers believe they have taught and what their studentscan demonstratethey have learnt.The degree of articulationbetween the implementedcurriculum and the attainedcurriculum is seen as a measure of the "efficiency"of an educationalsystem. Results from a detailed appraisal showed that the perceptionsby teachers and studentsof the 61

extent of the implementedcurriculum were reasonablyconsonant in most topics in the algebra and measurementsubtests, in every country. In other words, teachers agreed with studentsover what mathematicshad been taught. In arithmetic,geometry and statistics,there were a large number of items showingdiscrepancies in differenttopics.

call number: 291.

curriculum/mathematics/efficiency/internalefficiency/ achievement/researchreport.

Lockheed,Marlaine, E.; Fuller, Bruce; Nyirongo,Ronald (1988).Family Backgroundand StudentAchievement. Washington, D.C.: The World Bank, Populationand Human Resources (Policy,Planning and Research Working Paper WPS 27).

In this paper, two studies of studentmotivational behavior in Thailand and Malawi address the shortcomingsof past researchwhich had shown that school-relatedinfluences have a greater effect on student achievementthan does family background.In the Thailand study, conventionalmeasures of family background (parentaleducation and occupation)were kept constant.Student achievementin both urban and rural settingswas related to such motivationalvariables as educational expectations,attitudes and effort.

The Malawi study employeddefinitions of family backgroundmore relevant to a developingcountry: labor demandsplaced on children,basic attributesof houses, and mother tongue.These variableswere more consistentlyrelated to pupil achievementthan were the conventional indicators,parental educationand occupation.

If, as these two studies indicate,family backgroundis as importantto students in developingcountries as in industrialones, two types of action are suggested.First, educationprograms could be designed to take into account family backgroundcharacteristics of students.They might includeearly interventionprograms, such as preschoolor a change in school schedulesto better meet patternsof child labor. Second, education systemscould work to improve studentmotivation and parental support directlyby promotingthe importanceof education.In sum: researchersshould be more careful in their modeling of family and school characteristicsin the developingworld. Failure to recognizethe family's early and apparentlylasting influenceis a failureto accommodateeducation programs to indigenousrealities.

call number: 318.

academic achievement/family-community characteristics/effective schools/motivationalfactors/educational expectations/attitudes/labor market/researchreview/research report. 62

Lockheed,Narlaine, E.; Komenan,A. (1989).Teaching Quality and Student Achievementin Africa: The Case of Nigeriaand Svaziland.Teaching and Teacher Education;1(2): 93-113.

This paper uses ordinary regressionand multi-levelanalytic techniques to examine the effects of schools,teachers, and teachingprocesses on enhancinggrade 8 mathematicsachievement in Nigeria and Swaziland.A significantproportion of variance in studentachievement (24% in Nigeria and 16% in Swaziland)was attributableto between-classroom/schoolfactors. School size, class size, and length of the school year had no effect on student achievement,but teaching processeswere importantin both countries.However, patterns of effects differed between the two countries,suggesting caution be taken in making generalizationsabout the nature of effectivemixes of inputs.

call number: 324.

academic achievement/inputoutput analysis/schoolsize/class size/time on task/teachingpractices/research report.

Lockheed,Marlaine, E. [e.a.] (1988).Farmer Educationand Farm Efficiency:A Survey. EconomicDevelooment and CulturalChange; 29(l): 37-76.

(This paper surveys the findings of 18 studiesconducted in low-income countriesconcerning the extent to which the educationallevel of small farmers affects their productionefficiency. Countries included were Brazil,Japan, Kenya, Korea, Malaysia. the Philippines,Thailand, Columbia,Greece, India, Nepal and Taiwan.)

call number: 228.

educationalattainment/efficiency/family-community characteristics/ nonformaleducation/research report.

Lockheed,Marlaine E. [e.a.] (1986).How TextbooksAffect Achievementin DevelopingCountries: Evidence from Thailand.Educational Evaluation and Policy -Analysis;Winter; _(4): 379-392.

(The sample consists of 99 mathematicsteachers and their 4030 eighth-gradestudents in Thailand.)

For the past decade, researchershave documentedthe effects of textbookson achievementin developingcountries, but no research has explored the mechanismsthat account for this contribution.This paper analyzes longitudinaldata from a national sample of eighth-grade mathematicsclassrooms in Thailandand explores the effects of textbooks and other factors on studentachievement gain. The results indicate that textbooksmay affect achievementby substitutingfor additional postsecondarymathematics education of teachersand by deliveringa more comprehensivecurriculum. 63

call number: 179.

textbooks/academicachievement/mathematics/teacher training/ time on task/homework/curriculum/studentcharacteristics/ research report.

Loxley, William (1984).Ouality Schoolinnin Kalahari.Paper presentedat the Annual ComparativeInternational Education Society, Houston. Texas, MArch 1984 (processed).

(The study examinesdata about 869 students in 37 schools in Botswana.)

Findings reveal 1) unique school effects to be 2 and 3 times more potent than family characteristicsfor math and reading achievement respectivelywith formal teacher trainingand school libraryresources good predictorsof school quality; 2) when a statisticaltest is run to determine if test score differencesbetween low SES students attending high and low quality schools are greater than test score differences between high SES studentseducated in low and high quality schools; no socioeconomicgroup is subject to increasingelasticities of achievement.

call number: 101.

academic achievement/schoolquality/socioeconomic status/ student characteristics/schoolresources/teacher training/ mathematics/reading/researchreport.

Iladaus.George, F. [e.a.] (1979).The Sensitivityof Measures of School Effectiveness.Harvard Educational Review; 49(2): 207-230.

(This study examined data about 1,56^ secondaryschool students in 50 schools in the Republic of Ireland.)

Using classroomsas the unit of analysis,the authors compare student performanceon standardizedtests to their performanceon public examinationsthat are geared to a specificcurriculum. This study finds that curriculum-basedtests are more sensitiveto differencesin school characteristicsthan are standardizedtests.

call number: 100.

examinations/academicachievement/school effectiveness/school quality/studentcharacteristics/school resources/research report.

Magendzo,Abraham; Hevia, Ricardo (1980).Research into Teacher Effectiveness in Latin America. Ottawa: InternationalDevelopment Research Centre (processed). 64

(This report analyzes 23 completedstudies and 8 works in process at the time, all of which dealt with teacher effectivenessin Latin America.)

call number: 23.

academic achievement/teachercharacteristics/teacher effectiveness/teachingpractices/in-service teacher education/research review.

Maritim, E. K. (1982).Observed ClassroomInteraction and Academic Performance of Primary School Pupils. (processed)

(The sample consistedof 235 pupils from third, fifth and seventh grades in two high-costprimary schools in Nairobi.)

Major findings included the following:l)High academicperformance in English, scienceand history was found to be related to the frequencyof teacher-studentinteraction during instructionamong students in grades 3 and 5; 2) Student performancein math was not highly correlatedwith the frequencyof interactionin grades 3, 5, and 7.

call number: 2.

academic achievement/teacherstudent relationship/urbanization/ research report.

Marks, John; Cox, Caroline (1984).Educational Attainment in Secondary Schools. Oxford Review of Education;10(l): 7-31.

(This paper analysesdata from four studies of examinationresults in Britain since 1965 when a change from selectiveto comprehensive secondaryschools began.)

call number: 104.

academic achievement/comprehensive-non-selectiveschools/ examinations/socioeconomicstatus/comparative analysis/research report.

McGuire, Judith S.; Austin, James E. (1986).Beyond Survival:Children's Growth for National Develonment.Cambridge, MA: James E. Austin Associates.

(Pages 7-12 briefly describe the effectsof poor nutritionand growth retardationon school performanceand educationalefficiency in Latin America, Indonesiaand the Philippines.)

call number: 40.

literacy/nutrition/intelligence/learning/schoolenrollment/ grade retention/researchreview. 65

McMahon, Walter, W. (1986).The Relation of Educationand R&D to Productivity Growth in the DevelopingCountries of Africa, in Economicsof Education: Tacglina the New Policy Issues.Dijon: IREDU.

(This document containsdata on the 30 poorestAfrican Countries covering the period from 1970 to 1985.)

call number: 219.

education/primaryeducation/secondary education/post -secondary education/ratesof return/employment/economicdevelopment/ efficiency/researchreport.

McPherson,Andrew; Villms, Douglas J. (1987) Equalizationand Improvement: Some Effects of ComprehensiveReorganization in Scotland.Sociologu; 21(4): 509-539.

(The study analyzes data on secondarylevel students in Scotland from 1970 to 1984.)

This study examines the effects of the later stages of comprehensive reorganizationin Scotland.Nationally representative samples show that standardsof attainmentrose, particularlyamong females and pupils of lower socioeconomicstatus (SES). The rise was faster than could be accountedfor by the rise in average SES. Inequalitiesof attainment associatedwith SES varied between communities,but overall, they declined for both males and females.Female attainmentmoved ahead of male attainment.Creamed comprehensivesdid worse than uncreamedones, but the longer that either creamed or uncreamedschools had been establishedas comprehensivethe higher was their average attainment.

call number: 92.

comprehensive-non-selective schools/educational equity/academic achievement/socioeconomicstatus/sex differences/research report.

Miller, P., McC. (1974).A Comparisonof the Degree Results of University - .ents from Co-Educationaland Single-SexSchools. Journal of Educational -holbg=; 44(3): 307-308.

(The sample consistedof 221 matched pairs who took the WJEC examination.)

The universitydegree results of students from co-educationaland single-sexschools were compared and found to be closely similarexcept that more first year drop-outsmay occur among the single-sexeducated students.Variables matched or separatedwere Arts/Science,sex, 66

populationof school area, social class, universityinstitution and various aspects of A- level attainment.

call number: 155.

coeducational-single -sex schools/academicachievement/school dropouts/studentcharacteristics/research report.

Ningat, Alain; Tan, Jee, Peng (1987).The EconomicReturns to Investmentin Project-RelatedTrainine: Some Evidencefrom World Bank Projects.:The World Bank.

(Data for the analysis conductedin this paper come from 115 Bank projects in agriculture,and non-agricultureprojects (transportation, urban, chemicalsand manufacturing).)

The results indicate that project-relatedtraining (PRT) yields high economic returns in both agricultureand non-agricultureprojects, even under conservativeassumptions. However, the resultsalso indicate that training investmentachieves high returns only when the educationalbase of a country is sufficientlydeveloped. In the absence of this condition,PRT is an uneconomicinvestment. The resultshave the followingimplications for Bank lending:a) expand PRT in'istment, particularlyin agriculturalprojects, when a sufficientlyhigh proportionof the populationis literate;b) in countrieswith a weak educationalbase, make significantefforts to adapt the design and managementof PRT to overcome skill deficienciesin the project population;c) in countrieswhere educationis poorly developed,lending should stress investmentin basic educationsu as to create the conditionsfor other investmentsto achieveeconomic profitability.

call number: 164.

training/economicaid/economic development/efficiency/rates of return/literacy/resourceallocation/education.

Ministry of Education(of Ethiopia)(1987). Evaluation of Primary School Radio Protrammes.Addis-Ababa: Ministry of Education.

(This study examined the impact of 144 radio programs broadcastedto 38,275 primary studentsand 4,679 teachersin Ethiopia.)

It was found that in all subjectsand all grades pupil learningwas enhanced by the broadcasts.The impact varied accordingto subject, grade and region. This variationwas probablydue to the general difficultylevel of the programs comparedwith pupil backgroundand ability and problems related to language.Future research is recommended to determine the exact rearons for the variations.

call numbder:85. 67

radio/distanceeducation/academic achievement/program evaluation/researchreport.

Nkandavire,Donton S.J. and Jere, D.R. (1988).Democratization of Education Through Distance Learning and Problemsof Assessmentwith Specific Reference to Malawi. Studies in EducationalEvaluation; 1988; 14: 139-146.

call number: 309.

distance education/evaluation/examinations/quality.

Mkandavire,Donton S. (1987, March 20). Response to Reauest from Marlaine Lockheed for Informationon StudentExamination/Testing in Malawi [letter].

call number: 57.

examinations/studenttesting/curriculum/research report.

Moock, Peter, R; Leslie, Joanne (1982).Childhood Malnutrition and Schooling in the Terai Region of Nepal. Washington,D.C.: The World Bank.

(The sample consists of approximately400 school-agechildren from subsistencefarm households.)

The study found that older childrenare significantlymore likely than younger children,and girls significantlyless likely than boys, to be enrolled in school.Both height-for-ageand weight-for-ageare positivelyand significantlyrelated to school enrollment. Height-for-ageand household income are positivelyand significantly related to grade attainment.Other findingsfrom this and other studies in Guatemala,China, the Philippinesand Botswana suggest that efforts to improve child nutrition could have educationalas well as health and survivalbenefits.

call number: 195.

nutrition/socioeconomicstatus/school enrollment/academic achievement/family-comn'-nitycharacteristics/research report.

Moraes, Euzi, R. (1986) SociolinizuisticDeterminants of AcademicAchievement in BrazilianPublic Schools. Paper preparedfor the 1986 Annual Meeting of the American EducationalResearch Association,April 16-20, San Francisco,CA. (processed).

(This paper reports research on the languagedevelopment of students in 2 literacyclassrooms. One of the schools appears to be a primary level 68

public school and the other appears to be a primary level private school.)

call number: 119.

academic achievement/secondlanguage learning/cultural factors/ student characteristics/literacy/researchreport.

Moses, Kurt, A. Computerizationin DevelopinaCountries: The Human Response. (processedlecture notes).

(This 3 page document summarizescomments made by Kurt Moses, Director, InternationalComputer and SystemsServices for the Academy for EducationalDevelopment (AED). Included are brief descriptionsof computer use in Zimbabwe and Egypt.)

call number: 218.

technology/computers/expectationsfor success/implementation/cost effectiveness/researchreport.

Mundangepfupfu,R., vwazwita(1985). The Use of Laboratoriesin Teaching SecondarySchool Science.Washington, D.C.: The World Bank, Economic DevelopmentInstitute.

(Countriesincluded in the analysisare Botswana,Jordan, Jamaica, Liberia and Thailand.)

call number: 231.

science/laboratories/teachingpractices/facilities/costs/ curriculum/educationalbenefits/secondary education.

Mvamvenda,T. S. (n.d.).School Facilitiesand Pupils'Academic Achievement. Edmonton,Canada: Universityof Alberta.

(The sample consistedo 2559 "standardseven" pupils, age 12-14, and 51 headteachersfrom 51 schools.)

The study found that pupils belonging to schoolswith sufficient:school facilitiessignificantly outperformed pupils belongingto schools without adequate facilities.This findingwas co-sistentacross all subjects.

call number: 110.

academic achievement/facilities/researchreport. 69

Myers, Robert G.; Hertenberg,Rachelle (1986).The Eleven who Survive: Toward a Re-examinationof Earl! ChildhoodDevelopment Programme ODtions and Costs. Washington,D.C.: The World Bank, Educationand TrainingDivision Discussion Paper, (processed). (SectionIII of this report reviews evidence on the effects of early interventionprograms. Appendix C contains case studies describing programs in Peru, Brazil,Jamaica, and Chile.)

call number: 39.

early childhood interventionprograms/costs/educational benefits/collaboration/researchstudy.

Namuddu, Catherine (1984).The Structureof ClassroomCommunication in Selected Biology Lessons in Some SecondarySchools in Kenya. UniversiteLaval: CEDDEA.

(The report is based on data collectedfrom five, secondarylevel schools.)

call number: 19.

biology/classroomcommunication/research report.

Natarajan.V. (1988).A Critical EvaluativeStudy on Distance Learning Programmesin Indian Universities.Studies in EducationalEvaluation; 14: 147-150.

call number: 310.

distance education/evaluation/examin&tions/highereducatior.

Natarajan,V (1987,March 9). Response to Reguest from Marlaine Lockheed for Informationon Student Examination/Testingia India.

call number: 59.

examinations/studenttesting/curriculum/research report.

Nayar, Usha (1984).Education of Women in South Asia: Policy and Management Issues. Nev Delhi: National Instituteof EducationalPlanning and Administration.

(This paper examines statisticsrelated to 9 countriesin South Asia.)

call number: 212. 70

sex differences/literacy/schoolenrollment/resource allocation/ research report.

Netto, Adolpho, R. (1987. March 25). Response to Request from Marlaine Lockheed for Information on Student Examination/Testing in Brazil. call number: 58.

examinations/studenttesting/curriculum/research report.

New ERA (1983).An EvaluativeStuds of the Nepal Children'sOruanization. Kathmandu:The EvaluationCommittee Nepal Children'sOrganiusation.

(This document describesand assesses the initiativesundertaken in 20 districtsby the Nepal Children'sOrganization.)

call number: 144.

preschools/teachertraining/nutrition/school enrollment/ facilities/management/problems/researchreport.

No author given (1987, June). Breaking Down the Barriers.African Technical Review: The InternationalMaeazine for Industrialand Businessmanagement.

(The first of three very short articlesbriefly describesthe use Of computersby the Ministry of Educationin Zimbabwe.)

call number: 217.

technology/computers/efficiency/researchreport.

No author given (1987).Curriculum Development: ReRort of a Sub-Regional Workshop.Bangkok, Thailand:UNESCO.

(This document describesexperiences in developing/implementing curriculumin Indonesia,Malaysia, Nepal, Pakistan,the Philippines,Sri Lanka, and Thailand.)

call number: 204.

curriculum/implementation/culturalfactors/teaching practices/ learning/labormarket/teacher training/research report.

No author given (1983).Draft ComprehensiveReport: PrimarXEducation Proiect. Islamabad:Government of Pakistan. 71

(This report describesthe effects of the Primary EducationProject, which served 4,100 primary schools in rural areas, 10,000 teachers and nearly 600,000 students in Pakistan.)

call number: 206.

facilities/textbooks/educationalequity/school dropouts/ teaching practices/schoolquality/input output analysis/schoolenrollment/teacher effectiveness/teachersupervision/teacher training/research report.

No author given (1986).Excess Pressureon Grade 1 Enrollment:A Discussion Paper. (processed).

(This discussionpaper examinesdouble shifts and half sessions as strategiesfor dealingwith excess numbers of grade 1 students.)

call number: 264.

double-shift/multigradesystem/primary education/research review.

No author given (1986).Haiti: Basic EducationRecurrent Cost Proiection 2iodal.Washington, D.C.: The World Bank, Latin America and Carribeanregional Office, EducationProjects Division.

(This document examines the cost implicationsof policy options. The documentprovides data about educationin Haiti.)

call number: 223.

costs/teachersalaries/school enrollment/private schools/ internal efficiency/graderetention/school dropouts/textbooks/ school quality/double-shift/multigradesystem/research report.

No author given (n.d.).Identification of a Few Issues in CAJna's College ExaminationSystem. (processed).

(This documentprovides backgroundand examines issues related to the functioningof China's examinationsystem.)

call number: 259.

examinations/educationalbenefits/educational improvement/ evaluation/researchreport.

No author given (n.d.).The Latest Developmentsin China's Education: 1981-1983. (xeroxedfrom an unidentifiedsource). 72

(This paper provides statisticson every level and type of school in China.)

call number: 193.

school enrollment/teachercharacteristics/vocational technical schools/educationalreform/employment/collaboration/ examinations/economicdevelopment/research report.

No author given (1986).Peru Livina Standardsand InformalSector Survey: PreliminaryResults, 1985. Washington,D.C.: The World Bank.

(This is the first publicationof the resultsof the Peruvian Living Standardsand Informal Sector Survey.Statistics are provided for 2,580 households interviewedbetween July and December of 1985. The specific topics covered are: demographics,health, education, fertility,migration, employment activities and housing.)

call number: 126.

family-communitycharacteristics/employment/education/ fertility/school enrollment/literacy/privateschools/school resources/research report.

No author (1986).School ReformersAim at Creativity.Science; 233: 267-277.

(This very general article describesthe reform movement in Japan with emphasis on the need to stimulatecreativity. Concern is expressedfor moral educationand for changes in a system that may be too structured.)

call number: 174.

examinations/educationalreform/educational practices/trends/ research report.

No author given (1988,May 20). School Time. The Economist;18-22.

(This short article is part of the Economistcountry supplementon Portugal.)

The article describesthe shortcomingsof educationin Portugal and reports on the projects of Educationminister Carneiro for the future.

call number: 292.

primary education/literacy/vocationaleducation and training/ curriculum/educationalfinance. 73

No author given (1988, September10). School Exams: Breadth over the Border. The Economist; 71.

This short article compares the BritishA-level exams with the GCSE exam and the introductionof a broad national curriculumfor 16-year-olds. The A-level is also comparedwith the Scottish Higher Leaving Certificateand Certificateof Sixth- Year Studies.

call number: 289.

examinations/curriculum/curriculum reform/vocational/secondary education.

No author given (1988, June 18). Skills for the Future. The Economist; 20-23.

(This short article is part of the Economist country supplement on Turkey.)

The article covers the problems of the education system in Turkey: low secondaryenrollment, weaknesses of the curriculum,and mentions the plans to introduceeducational television and computersin schools. Examples of private schools having experienced with computers are also given.

call number: 293.

secondaryeducation/curriculum/television/computers/language.

No author given (n.d.).What is LOAos II? (incompletedocument).

(The sample consistedof 1,561 students from Brazil.)

call number: 27.

teacher training/in-serviceteacher education/distance education/cost effectiveness/costs/researchreport.

Noonan,Richard; Hallak, Jacques (1986).The Problemof Mhlti-AgeClasses in Less DevelopedCountries: A Brief LiteratureReview and Some Empirical Findings.(processed).

The sample consistedof 1256 students,age 14, from Chile and 2881 students from India in grades 7 through 9. Major findingsinclude the following:1) A wide age-rangewithini a grade has no significantor consistenteffect on studentachievement; 2) Studentsoutside the normal age range for a given grade do not have lower achievementlevels than students in the normal range; 3) Students attendingclasses within which there is a wide age range do not have lower achievementthan students attendingclasses with a narrower age range. 74

call number: 1.

Cross age teaching/academicachievement/research report/research review.

Noruvana, Justice,M. (1988). ImniementingSchool ImprovementResearch in Black Schools In South Africa: Research Tran6plantsand Re_ections.A PAper Presentedat the Annual Meeting of the American EducationalResearch Associationin New Orleans,April 5-9, 1988.

(This paper describesinitial planning considerationfor implementing school improvementresearch in two "Black homelands"in South Africa. No sample has yet been selected.)

call number: 99.

planning/educationalimprovement/implementation/research report.

Office of the Prime Minister (1988).Determinants of EffectiveSchools: Thailand CountryResearch Review.:A project of the Harvard Institutefor InternationalDevelopment, the Harvard Graduate School of Education,the Office of Educationand the U.S. Agency for InternationalDevelopment.

(This paper examines 50 studies relatedto effectiveelementary and secondaryschools in Thailand.)

call number: 198.

teachingpractices/time on task/graderetention/school resources/school effectiveness/facilities/schoolquality/ academicachievement/teacher certification/computerassisted instruction/student characteristics/teacherstudent ratio/ family-community characteristics/researchreview.

Office of the Prime Minister (1981).An EvaluativeStudy of Primary School Efficiencyin Thailand.The Assessmentof Grade 3 Students'Cognitive Achievementin 1980. Bangkok: Office of the NationalEducation Commission.

(The sample consists of 11,442 third grade students in 399 primary schools from 18 provincesin Thailand.)

call number: 141.

academic achievement/rural-urbanfactors/student characteristics/sex differences/preschools/schoolattendance/ school characteristics/ research report. 75

Okwudishu,C. 0.; VJasek, C. B. (1986).An AnalysLs of the Cost- Effectiveness of EducationalRadio in Nepal. BritishJournal of EducationalTechnologu; U.(3): 173-185. (1217 rural primary teachers in Nepal were trainedusing radio.)

This study attemptedto analyze the cost-effectivenessof the Radio EducationTeacher Project. Comparisonsof the costs of this program and the Campus-BasedTeacher Training Program showed the latter to be much higher.

call number: 26.

cost effectiveness/teachertraining/radio/distance education/ research report.

Oladele, J. 0. (1987,March 9). Response to Request from Marlaine Lockheedfor Informationon StudentExmination/Testin-g in Nigeria [letter].

call number: 56.

examinations/studenttesting/curriculum/research report.

Onocha, C. 0.; Okpala, P. N. (1987).Reasoning Ability of a Group of Nigerian PreservicePrimary Teachers.Journal of Educationfor Teaching;13(1): 79-80.

(The study investigatedformal reasoningability, and the relationship between reasoningability, sex, and age group of 600 pre-serviceprimary school teachers in Nigeria.)

call number: 16.

reasoningability/teacher characteristics/pre-service training/ research report.

Ozumba, Kachi E. (1980).State-of-Art Review of TeacherEffectiveness in Africa.: Paper prepared for the EducationalResearch Review and Advisory Group, InternationalDevelopment Research Center.

("his paper reviews 31 publishedand unpublishedstudies of teacher effectivenessbased in Africa South of the Sahara from 1960-1978.)

call number: 211.

teacher effectiveness/teachercharacteristics/school characteristics/family-communitycharacteristics/teaching practices/academicachievement/research review. 76

Paul, Samuel (1987).Community Participation in World Bank Projects.Finance and Developmen; 2A(4): 20-25.

(This article reviews Bank experiencewith communityparticipation in developmentprojects. Information is provided on projects in Mexico, Brazil, Zimbabwe,and Bangladesh.)

call number: 248.

economic development/family-community characteristics/economic aid/costs/donors/researchreview.

Perraton,Hilary [e.a.) (1986).Distance Education:An Economic and EducationalAssessment of its Potentialfor Africa. Washington,D.C.: The World Bank.

(The report describesAfrica's experiencewith distance educationas a mechanism for teacher training and for primary, secondaryand tertiary education.Primarily descriptive data are presentedon Botswana,Kenya, Swaziland,Tanzania, Uganda, Zimbabwe,Malawi, and Zambia. Cost data and success rates are provided for Brazil, Canary Islands,Kenya, Malawi, Mexico, South Korea, Zambia, Britain, Canada,Costa Rica, Israel, and Japan.)

call number: 17.

costs/distanceeducation/teacher training/primary education/ secondary education/post-secondaryeducation/research report.

Platt, William J. (1975).Policy Making and InternationalStudies in EducationalEvaluation. Educational Policy and InternationalAssessment: Implicationsof the IEA Survels of Achievement.Berkeley, CA: McCutchan PublishingCorporation: 33-64.

(The author examines the implicationsof three IEA studies for policy-making.)

call number: 66.

policy/evaluation/studenttesting/academic achievement/student characteristics/science/languagearts/school quality/research review.

Plomp, Tjeerd (n.d.).Conditions for Implementationof InserviceTeacher Trsining Activities.(processed).

(This planning document reviews a limitedamount of the research on change.Although it is writtenby a facultymember in the Netherlands, it contains little local perspective.) 77

call number: 200.

implementation/in-service training/educationalimprovement/ research review.

Proust, J. (1972)Horocco: Costs of Public SecondaryEducation: Analysis of the Results of a GovernmentSurvey. Paris: Unesco: InternationalInstitute for EducationalPlanning.

(A representativesample of 23 secondaryschools in Morocco was used.)

call number: 73.

input costs/costanalysis/cost effectiveness/facilities/ expenditure per student/secondaryeducation/teacher salaries/ research report.

Psacharopoulos, George (1987). Are Teachers Overnaid? Some Evidence from Brazil. Washington, D.C.: The World Bank, Education and Training Division, (processed). (This draft paper uses data from the 1980 BrazilianCensus to investigatethe issue of whether teachers are overpaid.)

Earnings standardizationfor human capital and other worker characteristicsshows that teachers in Brazil are not overpaid relative to those in other occupations.The overall lesson is caution regarding hasty recommendationsthat teachers salariesshould be cut in order to achieve budgetarysavings.

call number: 266.

teachersalaries/salary differentials/research report.

Psacharopoulos,George (1985).Curriculum Diversification in Columbia and Tanzania:An Evaluation.Comparative Educational Review; 29(4): 507-525.

(The baseline sample consistsof 8,051 high school students in Columbia and 4,181 high school students in Tanzania.)

This paper examines secondaryschool curriculumwhich has been diversifiedto includeprevocational subjects.

call number: 232.

curriculum/vocationaltechnical training/evaluation/family- community characteristics/academicachievement/costs/ employment/income/research report. 78

Psacharopoulos,George (1988).Education and Development:a Revlew. The World Bank Research Observer; 3(1): 99-116.

This article reviews the evidenceon the role of educationin economic development,with emphasison issues that have appeared in the literaturein the past two decades: the contributionof education to economic growth, the screeninghypothesis, the segmentationof the labor market, the return to investmentin schooling,and the effects of educationon unemploymentand income distribution.It concludeswith an optimisticassessment of the contributionof educationalinvestment to the developmentprocess, especiallywhen such investmentis targeted to primary schooling,general education, and improvementsin the quality of instructionand when it is accompaniedby cost-recoveryat the higher levels of education.

call number: 283.

resource allocation/income/ratesof return/educationalfinance/ employment/primaryeducation/vocational technical schools/ research review.

Psacharopoulos.George (1977).Family Background,Education and Achievement:A Path Model of Earnings Determinantsin the U.K. and Some Alternatives.British Journal of Sociology;28(3): 321-335.

(This paper uses individualdata on 6,873 male employeesfrom the 1972 General Household Survey in the U.K. to assess the extent to which differencesin personal characteristicsexplain differencesin occupationaland economic success.)

The results indicatethat personal characteristicsexplain about one-thirdof the variance in earnings in the U.K. and that educationis an importantcontributor to economic and social ascent.

call number: 225.

family-communitycharacteristics/income/student ability/ occupations/socioeconomicstatus/educational attainment/ research report.

Psacharopoulos,George (1980).Higher Educationin DevelopingCountries: A Cost-BenefitAnalysis.: World Bank Staff Working Papers, Number 440.

(This documentpresents findingsbased on statisticsgathered from countriesthroughout the world.)

call number: 159. 79

post-secondaryeducation/cost analysis/cost effectiveness/ resource allocation/educationalbenefits/vocational technical training/curriculum/employment/researchreview.

Psacharopoulos,George (1987). Public Versus Private Schools in Developing Countries:Evidence from Columbiaand Tanzania.International Journal of Economic Develooment;2(1): 59-67.

(The sample consists of a total of 6,086 secondaryschool students in academic,commercial and industrialschools in Columbia and a total of 4,181 secondaryschool students from Tanzania in academic,commercial, technicaland agriculturalschools.)

The paper presents evidenceon differencesbetween public and private schools on a number of indicatorslike cognitiveachievement, unit cost and labor market. The findings are mixed, in the sense that in both countries, statisticallycontrolling for student ability and socioeconomicbackground, private school students outp3rformtheir public school counterpartson academic achievement,whereas the reverse is true regardingachievement on specializedsubject-matter. One possible explanationof this finding is that parental pressure (social demand) on private schoolsmakes them tacitlyemphasize academic subjectswhich are viewed by customersas leading to a higher level of opportunitiesafter graduation.

call number: 182.

private schools/academicachievement/labor market/costs/teacher student ratio/teachercharacteristics/family-community characteristics/research report.

Psacharopoulos,George (1981).Returns to Education:An Updated International Comparison.CoD arative Education;17(3): 321-41.

(Updateof the figures of the 53 rate of return case studies published by the author in 1973, and addition of 13 new country cases. 44 countries from all regionsand levels of income are dealt with.)

call number: 253.

rates of return/policy/comparativeanalysis/research review.

Psacharopoulos,George (1985).Returns to Education:A Further International Update and Implications.mhe Journal of Human Resources;Fall; 20(4): 584-604.

(This paper examines returns to investmentin educationat the primary, secondaryand post-secondarylevels in over 60 countries.) 80

New cross-countryevidence confirmsand reinforcesearlier patterns, namely, that returns are highest for primary education,the general curricula,the educationof women, and countrieswith the lowest per capita income.

call number: 157.

rates of return/primaryeducation/sex differences/income/ curriculum/researchreview.

Psacharopoulos,George (1987).Time trends of the Returns to Education: Cross-NationalEvidence. Washington, D.C.: The World Bank, Educationand Training series (discussionpaper).

The paper presents evidenceon the over-timebehavior of the rate of return to investmentin educationin a large number of countries.The emergingpattern is one of decliningreturns through time, a fact that is interpretedin the context of alternativetheories on the relationshipbetween educationand earnings,such as human capital, screening,labor market segmentationand the maintenanceof the status quo from generationto generation.The evidencelends support to a human capitalview of the world. Also, the slow rate of decline of the returns to educationover time dispels fears that educationmight have overexpanded,especially in developingcountries.

call number: 280.

rates of return/income/researchreport.

Psacharopoulos,George; Arriagada,Ana-Maria; Velez Eduardo (1987).Earnings and Educationamona the Self-Emoloyedin Colombia.Washington, D.C.: The World Bank, Educationand Training Series (discussionpaper).

(This report uses a 1984 sample of about 21,000 Colombianworkers.)

A major debate in the economicsof educationis the extent to which observed earnings differentialsbetween more and less educatedworkers reflect differencesin productivity.This study focuseson the earnings of the self-employedand those in the private sector of the economy. It is argued that in a competitiveeconomy wage differenceswithin such sectors is a good proxy for productivitydifferences by level of education.Data from a 1984 sample of about 21,000 workers in Colombia support the hypothesisthat the returns to educationamong the self-employedare highest relative to any other groupingof workers. The policy implicationsof such findingsare discussed.

call number: 278.

rates of return/income/externalefficiency/policy/research report. 81

Psacharopoulos,George; Arriagada,Ana-Maria (1986).The Educational Attainmentof the Labor Force: An InternatiotnalComparison. Washington, D.C.: The World Bank.

Psacharopoulos,George; Nguyen, Nguyen. The Age-Efficiencyof Educational Systems: An InternationalComparison.: The World Bank.

(This paper uses data about primary and secondaryeducation from 100 countries.)

call number: 170.

grade retention/studentcharacteristics/school enrollment/ educational efficiency/family-community characteristics/school dropouts/research review/internalefficiency.

Psacharopoulos,George; Steier, Francis (1987).Education and the Labor Market in Venezuela.1975-1984. Washington, D.C.: The World Bank, Educationand Training department.

(The sample consists of 40,000 workers from Venezuela.)

During the 1975-84period, the returns to schoolinghave declinedby only 2% in a decade of rapid expansion.The returns to education estimatedon the basis of earnings to those in the competitivesectors of the economy are of the same order of magnitudeas those estimatedon the basis of all wage earners in the economy. The over time change in income inequalityis consistentwith the beneficialdistributive aspect of educationalexpansion: the increasedsupply of more educatedpersons contributedto the narrowingof earnings differentialsand hence to a more equitabledistribution of income.

call number: 30.

educationalexpansion/salary differentials/labor market/income/ educationalbenefits/research report.

Psacharopoulos,George; Zabalza, Antonio (1984).The Destinationand Early Career Performanceof SecondarySchool Graduatesin Columbia:Findings from the 1978 Cohort. Washington,D.C.: The World Bankr.

(The evaluationdescribed in this paper is based on a retrospective follow-upof nearly 1,800 graduatesof target and control schools in Columbia three years after leavingschool.)

This paper reports the resultsof an evaluationof Bank- assisted diversifiedsecondary schools in Columbiaoffering prevocational subjects alongsidethe traditionalacademic curriculum. The centrai finding is that new schoolshave not generateda differentfurther 82

training or employmentpattern than the control schools. In particular, INEM graduates,relative to traditionalgraduates, are not more likely to enter employmentimmediately upon graduationand do not realize higher earnings in the labor market. Accordingto this evaluation,there is virtuallyno differencein the social rate of return on the resources invested in the two types of schools.

call number: 215.

vocationaltechnical training/curriculum/employment/income/ rates of return/researchreport.

Quansah,Kofi (1987, February 2). Response to Request from Marlaine Lockheed for Informationon StudentExamination/Testine by the CaribbeanExaminations Council.[letter].

call number: 60.

examinations/studenttesting/curriculum/research report.

Rathgeber,Eva, M. Educationand Employmentin the InformalSector: A Review of Some Recent African Research.Ottawa: InternationalDevelopment research Centre.

(This paper reviewsresearch on learningoutside of formal schools in Africa.)

call number: 123.

employment/nonformaleducation/educational needs/manpower development/researchreview.

Reynolds,David (1987).The Effectivenessof Selectiveand Non Selective Schools:An Experimentof Nature. Paper prepared for the Annual Meeting of the American EducationalResearch Association,Washington, D.C., April 20-24, 1987.

(The sample consistedof 328 secondarystudents in the United Kingdom.)

call number: 94.

comprehensive-non-selective schools/academic achievement/school quality/studentattitudes/student ability/educational benefits/ research report.

Rihani, May [e.a.] (1986).AID Policiesand Programmingin Edu'-tion.Volume II: The Role of Education in Development:A Synthesisof the Literature. Washington,D.C.: CreativeAssociates. 83

(This review is based on work in 22 developingcountries.)

call number: 25.

economic development/internalefficiency/external efficiency/ educationalefficiency /resource allocation/research review.

Robinson,Brandon (1977).El Salvador EducationSector Analysis:Executive Summary and Status Report. Washington,D.C.: Agency for International Development.

(This executivesummary covers a wide variety of topics at all levels of education.)

call number: 265.

preschools/academicachievement/rural-urban factors/family- community characteristics/schoolenrollment/efficiency/ employment/nonformal education/schooldropouts/research review.

Rodriguez,Jorge (1986).School Achievementand DecentralizationPolicy: The Chilean Case. Santiago,Chile: ILADES.

(The study covers a sample of 281 schoolsfrom a populationof 1045 schools located in Santiago,Chile. Data from 4th and 8th grade students'families were collectedduring 1981.)

call number: 187.

academic achievement/decentralization/privateschools/reading/ mathematics/schoolmanagement/educational finance/teacher characteristics/family-communitycharacteristics/research report.

Rury, John L. (1988).The Variable School Year: MeasuringDifferences in the Length of American School Terms in 1900. Journal of Research and Develolpment in Education;Spring; 21(3).

(This study uses a 1900 US national sample of some 15,321 school-going children aged 5-20.)

This study examinesvariation in the number of months American children spent in school in 1900. Using a national sample of some 15,321 school-goingchildren aged 5-20 taken from federalmanuscript census schedules (the 1900 Public Use Sample), the effect of regional, communitycontext (urban-rural),and individual-levelcharacteristics on the length of school terms is explored. A test of variationin school term length using this national sample,employing Multiple ClassificationAnalysis, demonstrates that there were wide differences 84

in this dimensionof school participationfrom one region to the next, from the countrysideto the city, and in the school-goingpractices of children from differentoccupational backgrounds. The study closes with a closer examinationof this variation throughmultiple regression. This analysis indicatesthat the shortestschool terms were associated with childrenwho lived on farms and that much of the variation in the length of school terms was tied to the process of urbanization. It also suggests that Southern educationwas considerablyinferior to schooling elsewherein the country,making it a special case of underdevelopment in the history of American education.

call number: 272.

time on task/rural-urbanfactors/urbanization/research report.

Sabot, R. [e.a.] (1981).Education Expansion and Labor Market Adjustment in Kenya and Tanzania:A BackgroundPaper. (processed).

(This !Ilscussionpaper is marked 'confidential".)

This backgroundpaper draws on a variety of sources of data generatedby other researchers.No in-depthanalysis is attempted.Rather, a large number of issues are reviewed,by necessity,somewhat superficially.The paper supportswork done on RPO 672-01.

call number: 257.

educationalexpansion/labor market/educational demand/ educational efficiency/research review.

Sack, Richard (1986).Haiti: Evaluationof Reform ClassroomResults. (World Bank Office Memorandum).

(This internalmemorandum summarizes and commentsupon a 147 page document describingthe results of reform efforts in Haiti. The study itself included8 first grade and 4 fourth grade classes from each of the 14 geographicalzones in Haiti.)

call number: 125.

educationalreform/academic achievement/implementation/ curriculum/salaries/schoolmanagement/teacher effectiveness/ evaluation/researchreport.

Sahide,Amal [e.a.J.The Distance Learning Programat IkipuuunsPandang Indonesia:Problems and Recommendationsfor Its Improvement(processed).

(Approximately3,000 teacherswere involved in the project during the 1982-83 academicyear.) 85

The purpose of this study is to describe the distance learning program at IkipujungPandang University to fullfil their need for teachers. Major problems encounteredwere: 1) student learningdifficulties, 2) problems related to the developmentand distributionof learningmodels, 3) geographicisolation, and 4) problems related to managing the learning centers.

call number: 208.

teacher training/distanceeducation/rural-urban factors/ problems/management/researchreport.

Samoff,Joel (1986).School ExRansionin Tanzania:Private Initiativesand Public Policy. (processed).

(This paper contains statisticsand analysesof primary and secondary, public and private schools in Tanzania.)

At Africa's independence,there was widespreadoptimism about what the schools to be planned and managed centrallycould achieve. Notwithstandingrapid school expansion,universal primary education,and extensiveadult literacyprograms, the supply of schoolinghas never satisfiedthe demand. Respondingto persistentpressures, leaders encouragedprivate (communityrather than individual)secondary schools, currentlyaccommodating half Tanzania'ssecondary school students. Although required to operatewithin nationaleducational policies, and althoughdrawing on public support,private secondaryschools have reflecteddemand rather than planningand in practice have increased inequalitiesof access. Thus, a public policy central to the national developmentagenda is significantlyshaped by private initiatives.That process, reflects the increasinginfluence of a more technocratic leadership,and its efforts to consolidateits position and legitimize its authority.

call number: 189.

educationalexpansion/educational equity/educational demand/ private schools/schoolenrollment/research report.

Sanguinetty,Jorge A. (1985).The Replicationof the RADECO Project in DominicanRepublic: Recurrent Costs Imglications.Washington, D.C.: InterAmericaResearch Associates.

(This paper provides analyses of the costs of educationin the Dominican Republic, the positive effectsof Radio Assisted CommunityBasic Education (RADECO),and an analysisof replicationrequirements.)

call number: 84. 86

radio/distanceeducation/costs/implementation-replication/ academic achievement/researchreport.

Schiefelbein,Ernesto (1985).Education Costs and Financingin Latin America. Washington,D.C.: The World Bank.

(This paper contains large amountsof data on Latin American countries.)

Latin American countrieshave been able to provide schoolingfor a high proportionof their population,with relativelyThw costs, in spite or low efficiencylevels. This apparentcontradiction is mainly explained in terms of low teachingsalaries and high rates of repetition.Latin American countrieshave extendedprimary educatior.to 7 or 8 grades and reduced the number of years of vocationaltraining in secondary education,thus cutting costs in half. The number of class hours per week has been reduced. Parentscontribute to finance costs, the average size of schools is reachingmore efficientlevels, salaries of high school teachers tend to be reduced to the level of primary teachers,and schools are used in double shifts.On the negative side, one third of rural teachers are not trained,good teacherstend to leave education, there is no job supervision,and there are wide differencesin quality among schools.There are no incentivesto allocate resourcesmore efficiently,because the Ministry of Finance periodicallyeliminates all non-salaryexpenses in recessiontimes. Over one third of educational services are providedby private institutionsand severalcountries are trying to expand the contributionof the private sector through fees. Although most private educationcaters to medium and high socioeconomic families, there are also efforts in rural isolatedareas.

call number: 196.

private schools/teachersalaries/costs/vocational technical training/rural-urban factors/resourceallocation/efficiency/ grade retention/schoolcharacteristics/teacher supervision/ school quality/schoolmanagement/research review.

Schiefelbein,Ernesto (1983).The Influenceof School Resources in Chile: Their Effect on EducationalAttainment and OccupationalAttainment. Washington,D.C.: The World Bank, Staff Working Paper number 530.

(The file copy of this World Bank Staff Working Paper is not complete.)

call number: 134.

school resources/textbooks/academicachievement/occupational mobility/sexdifferences/private schools/teacher training/ research report. 87

Schiefelbein,Ernesto; Farrell, Joseph, P. (1984, February).Education and OccupationalAttainment in Chile: The Effects of EdtucationalQuality, Attainmerat,and Achievement.American Journalof Education.

(The sample consists of 1,205 individualswho had completed secondary school in Chile.)

This paper examines the role of educationas a determinantof labor market entrance in Chile during the 1970's.Three aspects of education are examined:1) educationalattainment - years of schoolingcompleted; 2) achievement- what studentshave learned;3) quality - as measured by, for example, textbookavailability, school facilities,teacher training,class size. Among the main findingsare 1) educational variables are more powerfulpredictors of occupationalattainment than is family social status,and 2) educationalquality variablesare much more powerful predictorsof occupationalattainment than either educationalattainment or educationalachievement.

call number: 167.

occupation/educationalattainment/academic achievement/school quality/sexdifferences/family-community characteristics/ teacher characteristics/textbooks/researchreport.

Schmidt, Thomas, C. (1986).Bangladesh: Fourth Education (Primary)Project. Credit 1054-80 - April 1986 SupervisionReport. (World Bank Office Memorandum).

(School level data from 400 primary schools in Bangladeshare used in this program evaluation.)

call number: 143.

school enrollment/graderetention/school dropouts/teacher student ratio/academicachievement/sex differences/costs/class size/research report.

Schneider,Frank, W.; Coutts, Larry, M. (1982).The High School Environment:A Comparisonof Coeducationaland Single-SexSchools. Journal of Educational Psychologv;74(6): 898- 906.

(Subjectswere a total of 2,029 Grade 10 and 12 students from 5 coeducational, 4 all-femaleand 4 all-malehigh schools located in urban centers of Ontario,Canada.)

Subjectscompleted measures of value climate and environmentalpress (High School characteristicsIndex) in order to permit an evaluationof the hypotheses that comparedwith single-sexschools, coeducational schoolswould be perceivedby their studentsas placing (a) less emphasis on scholarshipand achievement,(b) greater emphasis on 88

affiliationand pleasurable,nonacademic activities, and (c) less emphasis on control and discipline.Support was attained for hypotheses 2 and 3, while evidence to hypothesis1 was inconsistent.The results were interpretedas confirmingthose of other studies suggestingthat, at least from the perspectiveof most students,coeducational schools enjoy the advantageboth in terms of attendingto social-emotionalneeds and minimizingthe necessityof regimentationand discipline.

call number: 149.

coeducational-single - sex schools/schoolcharacteristics/student attitudes/researchreport.

Schultz, Paul T. (1986).Education Investments and Returns in Economic Development,prepared for the Handbook of developmentEconomics.

(Countriesthroughout the world are used in the analysis.)

call number: 51.

economic development/educationalspending/efficiency/ educational finance/educationalbenefits/educational expansion/ rates of return/labormarket/cultural factors/educational equity/employment/sex differences/researchreview.

Schultz, T. Paul (1985).School Expendituresand Enrollments.1960-1980: The Effects of Income. Prices and PogulationGrowth. New Haven, Ct: Yale UniversityEconomic Growth Center DiscussionPaper No. 487.

(Data from 89 countriesare examined.)

School systemshave expanded rapidlyduring the last 25 years. Nonetheless,it is widely believed that rapid populationgrowth has reduced expenditureson schoolingper child, contributedto a deteriorationin school quality, and decreasedthe proportionof children attendingschools. This paper proposes a production-demand framework for explainingthe level and distributionof national expenditureson schools, teacher studentratios, and enrollmentrates of boys and girls at the primary and secondarylevels. Data is used to test empiricallythe role of real incomesper adult, the relativeprice of teachers,urbanization, relative size of school aged cohorts, and current total fertilityrates on these varied measures of school inputs and enrollments.

call number: 36.

educationalspending/expenditure per student/resourceallocation/school enrollment/urbanization/schoolquality/ teacher student ratio/socioeconomicstatus/research report. 89

Schwartz,Antoine (1986).The Dual VocationalTraining System in the Federal Reioublicof Germany.Washington, D.C.: The World Bank.

(This report traces the origins of the dual system, describesits administrativestructure and explains the relationshipbetween firms, schools and students.)

The German dual system combines in-enterprisetraining with part-time attendanceat a vocationalschool. The system provides a direct link between the country'straining capacity and the demand for skilled labor. The system is consideredthe main reason for the country'slcw rate of youth unemployment.About two-thirdsof German 15-18-year-olds participatein the system.

call number: 239.

vocational technicalschools/employment/vocational technical training/secondaryeducation/research report.

Sebatane,Molapi, E. (1987, May). Response to Letter from Marlaine Lockheed Requesti. Informationon Student Examination/Testingin Lesotho [letterl.

call number: 53.

examinations/studenttesting/curriculum/research report.

Sedlak, Philip,A. S. [e.a.] (1987).Development Communication Report: 1(56).

(This report provides informationon radio and media programs in Nepal, Liberia, Sri Lanka and the Ivory Coast.)

call number: 269.

radio/media/educationalbenefits/research review.

Shann, Mary H.; Leite, Raimundo,H. (1988).School EffectivenessResearch: A View from Brazil. Paper prepared for the Americin EducationalResearch AssociationAnnual Meeting, New Orleans,April 1988.

(The sample consists of 237 primary schoolsin the state of Ceara, Brazil.)

call number: 96.

school effectiveness/academicachievement/mathematics/ facilities/teachercharacteristics/teaching practices/school quality/researchreport. 90

Sharan, Shlomo; lertz-Lazarowitz,Rachel (1982).Effects of an Instructional Change Program on Teachers'Behavior, Attitudes, and Perceptions.Journal of Auplied BehavioralScience; 18(2): 185-201.

(The sample consistedof 50 teachers from three elementaryschools serving a lower class neighborhoodin Israel.)

A field experimentwas conductedto change current methods in classrooms to cooperative,small group teaching (SGT) insteadof the whole class, presentation-recitationmethod. Findings revealedthat: Implementation of SGT occurred during the second year of the project following8 months of workshops and the adoption of teacher self-helpteams for monitoring classroominstructional performance. The experimentalgroup registereda significantpositive change on an attitude questionnaireindicating a more progressiveand less controllingapproach to teaching and to educationin general. Implementersof small group learningwere found to be less conservativeand more willing to take risks, more spontaneous and imaginative,more open to feelings,and more socially oriented than were teacherswho did not implementthe new miethodsin their classrooms. Implementersof SGT expressedgreater opennessto educational innovationsand a greater sense of being able to cope with problems in the classroomthan teacherswho did not implementthe small group approach.

call number: 178.

cooperativelearning/implementation/teacher characteristics/ teacher behavior/classorganization/teaching practices/research report.

Sharan, Shlnao; Shachar, Chana (1986).Coomerative Learning Effects on Students'Academic Achievementand Verbal Behavior in Multi-EthnicJunior high-SchoolClassrooms in Israel. Tel Aviv: School of Education,Tel Aviv University (reportsubmitted to the Israel Trustees Foundationsand to the Ford FoundationTrust).

(Nine 8th-gradeclasses of 1 school'sjunior-high division participated in this experiment.)

call number: 267.

cooperativelearning/academic achievement/cultural factors/ student motivation/researchreport.

Sharan, Shlomo; Shaulov,Ada (1986).Cooperative Learnin asndPupils' Motivationto Learn at DifferentLevels of Cooperativeness.Tel-Aviv: Tel-Aviv University.

(Five hundred and fifty-sixpupils in 17 6th-gradeclassrooms, located in 4 elementaryschoo'ls in Israel,participated in an experiment 91

comparing the effects of cooperativ,elearning and traditional whole-classinstruction on pupils' motivation to learn.)

Cooperativelearning was more motivatingthan whole class instruction. Pupils at the medium level of cooperativenessdisplayed greater increasesin motivationto learn after studyingin cooperativelearning classes than did pupils at the low or high leve}lof cooperativeness compared to their peers in the traditionallytaught classes.

call number: 176.

cooperativelearning/student motivation/teaching practices/ student characteristics/studentattitudes/research report.

Sharma, Suresh, R. (1983).Education and Develooment.1983: School Facilities and SLC ExaminationResults. Lazimpat,Katbmandu: Tribhuvan University.

(This paper analyzes data on school facilitiesand examinationresults in 40 secondaryschools in Nepal.)

call number: 251.

facilities/examinations/academicachievement/English/ mathematics/class size/teachersalaries/headmasters-principals/ teacher student ratio/schoolenrollment/teacher supervision/ teaching practices.

Shrestha,Gajendra, M. [e.a.] (1984).Determinants of Educational Participationin Rural Nepal: A CERID/WERProiect. Lazimpat,Kathmandu: TribhuvanUniversity.

(The sample consists of approximately2200 householdsin rural Nepal.)

call number: 185.

school attendance/schoolenrollment/facilities/student characteristics/teachercharacteristics/school characteristics/ family-communitycharacteristics/nutrition/research report.

Shrestha,Gajendra, M. [e.a.J (1985).Instructional Improvement in Primary schools: A CERID/IDRCProiect - An InterimReport. Lazimpat,Kathmandu: TribhuvanUniversity.

(A total of 1147 students,grades 1-5 in five schools in Nepal participatedin the study.)

call number: 142.

academic achievement/teacherbehavior/school dropouts/ textbooks/teacher training/teachingpractices/facilities/ research report. 92

Sidel, Mark (1982).University Enrolment in the People'sRepublic of China, 1977-1981:The ExaminationModel Returns. ComparativeEducation; 18(3): 257-269.

(This paper describesand provides statisticson college entrance examinationsused in the People'sRepublic of China.)

call number: 192.

examinations/schoolenrollment/family- community characteristics/rural-urbanfactors/sex differences/management/ research report.

Singhal,R. P. (1986).A Study on Teacher-PupilRatios for Schools in India. New Delhi: Kational Instituteof EducationalPlanning and Administration.

(The sample consistedof 580 primary, middle and high schools in India.)

call number: 205.

teacher studentratio/teaching practices/teacher supervision/ time on task/facilities/teachereffectiveness/rural-urban factors/research report.

Sjostrom,Rolf (1986).A Pilot Study of Effects of Primary Schoolinain a Rural Communitvof Ethiopia:The Case of Sava Debir. Angered: Swedish InternationalDevelopment Authority.

(A sample of 100 respondentsin a rural communityin Ethiopia,of which 40 had gone to school and 60 had not, were interviewedabout perceptions and experiencesof primary schooling.)

Findings of the study indicatethat living conditionsin Saya Debir were typical of rural areas in Ethiopia.Data collectedon 40 out-migrants showed that most left for further studies.School linkagewith the National Literacy Campaignwas manifestedin support to literacy instructionand admittingneo-literates as students.With regard to wastage, dropping-outwas most frequent in grades 1-2. Most repetition took place in grade 1 and absenteeismwas generallyrelated to work in agriculture.Major causes for wastage besides work in agriculturewere early marriage and difficulteconomic conditions.Suggested school improvementsincluded more classes and schools,and practicallyoriented subjectmatter. Expected and experiencedbenefits of schoolingwere most often seen as related to literacy,occupation, mass-organizations, social and politicalconsciousness and health. All primary completers and most drop-outsshowed good retentionof school-acquiredskills and knowledge and frequentlytransferred the same to non-schoolers. 93

call number: 220.

literacy/schooldropouts/grade retention/school attendance/ family-communitycharacteristies/facilities/educational benefits/researchreport.

Solmon, Lewis, C. (1985).Quality of Educationand Economic Growth. Economics of EducationReview; A(4); 273-290.

(Evidenceis provided for all levels of educationin developedand developingcountries.)

The authors note that school quality seems to affect lifetime earnings of all students,regardless of the level of developmentof a nation. School quality has greater impact on changes in students cognitiveand behavioraloutcomes in less developedthan advanced nations. The paper explains why, in some cases, more years and money spent for schooling may not lead to higher earnings.The paper concludesthat improvementin the quality of schoolingprovided in developingcountries may be more importantfor future economicprospects of these nations in the long run than will expanded access to poor qualityeducation.

call number: 234.

school quality/economicdevelopment/income/socioeconomic status/research report.

Somerset,H. C. A. (1983) ExaminationsReform: The Kenya Experience. Washington,D.C.: The World Bank (processed).

(This report describesKenya's examinationsystem, particularlythe examinationwhich terminatesthe basic educationcycle and governs access to secondaryschool.)

Examinationreform has involved1) changing the content of the exam itself to assess a broader range of student competenciesand 2) using test results to monitor the performanceof schools generallyand to identifyareas where studentsperform poorly so that remediationcan be provided.The impact of these changeshas been positive.After four years of operation,nearly all of the districtswhich initiallywere not performingwell showed striking achievementgains, thus closing the gap between districtswhich performedwell and those which did not.

call number: 65.

examinations/studenttesting/student competency examinations/ academic achievement/educationalequity/research report.

Staff, World Bank. (1986). Staff AppraisalReDort: ReDublic of Benefal: Primary EducationDeveloument Project. Washington, D.C.: The World Bank. 94

(This document is marked, "For OfficialUse Only". The routing slip indicatesthat it may have operationalstories for the policy paper. The document appears to describe all aspects of the project in Senegal.)

call number: 221.

literacy/educationalequity/school enrollment/facilities/rural- urban factors/schoolquality/costs/internal efficiency/ educational finance/teacherstudent ratio/ratesof return/ comparative analysis/teachersalaries/implementation/ management/grade retention/academicachievement/post- secondary education/primary education/double-shift/multigradesystem/ inspector role/textbooks/researchreport.

Stanley, Julian, C. (1986).SAT-M Scores of Highly Selected Students in Shanghi Tested When Less than 13 Years Old. the CollegeBoard Review; (140): 10-28.

(The subjects in this study were 279 gifted 13 year old children in Shanghi.)

call number: 173.

gifted-talentedchildren/reasoning ability/mathematics/ curriculum/researchreport.

Stevenson,Harold W. [e.a.].Classroom Behavior and Achievementof Jaganese. Chinese. and American Children.(processed).

Thtesample consistedof 240 first-gradeand 240 fifth-gradestudents from each of the followingcities: Minneapolis, Sendai,Japan and Taipei, Taiwan.

call number: 3.

Teacherbehavior/student behavior/time on task/curriculum/ family-communitycharacteristics/mathematics/research report.

Stevenson,Harold, W. Culture and Schooling:Influences in Cognitive Development.(processed).

(This paper describes2 studies.One study involves a sample of 288 kindergartenchildren, 240 first-graders,and 240 fifth-gradersfrom each of five cities:Minneapolis, Taipei, Taiwan and Sendai,Japan. The second study involves 700 children,age 9-12 in Peru.)

call number: 177. 95

academic achievement/culturaldifferences/student attitudes/ family-communitycharacteristics/student ability/expectations for success/preschools/schoolattendance/research report.

Stevenson,Harold, W. (1986).MathematicsAchievement of Chinese, Japanese,and American Children.Science; 231: 693-699.

(The sample consistedof 240 first grade and 240 fifth grade students from each of the followingcities: Minneapolis, Sendai, Japan, and Taipei, Taiwan.)

American kindergartenchildren lag behind Japanese children in their understandingof mathematics;by fifth grade they are surpassedby both Japanese and chinese children.Cognitive abilities of the children in the 3 countriesare similar,but large differencesexist in the children'slife at school, the attitudesof mothers and the involvement of both parents and children in schoolwork.

call number: 116.

academic achievement/teacherbehavior/student behavior/time on task/curriculum/family-communitycharacteristics/preschools/ mathematics/researchreport.

Stigler, James W. [e.a.1 (n.d.).Mathematics Classrooms in Japan. Taiwan. and the United States. (processed).

(The study was conductedin 20 first-gradeand 20 fifth- grade classrooms in three locations:Minneapolis, Sendai, Japan, and Taipei, Taiwan.)

call number: 120.

mathematics/academicachievement/teacher characteristics/time on task/teachingpractices/class organization/research report.

Stoel, Wouter, G. R. (1987).Characteristicsof EffectiveSecondary Schools in the Netherlands.Paper prepared for presentationat the Annual Meeting of the American EducationalResearch Association,Washington, D.C., April 1987.

(221 schools and 7016 secondaryschool students in the Netherlandswere involved in the study.)

call number: 95.

school effectiveness/examinations/schooldropouts/academic achievement/teacherbehavior/teaching practices/student ck.aracteristics/headmasters-principals/researchreport. 96

Suryadi, Ace le.a... TeacherOuality as a Determinantof Differential Matheaftics Performance Amont Poor-Rural Children in Indonesia Junicr SecondarySchools. (processed).

(The sample consistedof 2186 9th grade students in Indonesia.)

call number: 122.

academic achievement/rural-urbanfactors/teacher behavior/ teacher characteristics/teachereffectiveness/mathematics/ facilities/family-communitycharacteristics/research report.

Tan, Jee-Peng (1984).The Private Direct Cost of SecondarySchoolinz in Tanzania.Washington, D.C.: The World Bank.

(Data for this analysis came from a 1981 sample survey of 4181 secondary (Form IV) students in 55 schoolsin Tanzania.)

The empiricalanalysis for Tanzania shows that although students pay no fees, their school related expenditureis in fact quite substantial, amounting in 1981 to US$139 for state students,and US$439 (including US$242 for fees) for private students. The resultsalso show that students'expenditure vary more by enrnllmentcharacteristics than by family background,suggesting that given the substantialexpenses involved,students do not spend more or less than what is necessary, regardlessof their background. The large proportionof privately enrolled students in Tanzania indicates,however, that wealthierparents are both willing and able to bear a substantialuser charge. A possible implicationof these results is that user charges for public secondary educationcould potentiallyplay an importantrole in mobilizingprivate household resourcesfor the sector. Their actual relevancein Tanzania needs, however, to be confirmedby additionalresearch.

call number: 242.

costs/schoolenrollment/family-community characteristics/ private schools/educationalfinance/research report.

Tashakori,A., Haghighat,S., and Yousefi, F. (1988).Effects of Preschool Educationon Intelligenceand Achievementof a Group of IranianElementary School Children. InternationalReview of Education;34(4): 499-507.

Comparisonof childrenwith and without preschoolexperience indicated significantdifferences in indicesof achievementacross all grades and also in scaled scores of the Draw-a-Mantest. The socio-economiclevel had also a significantimpact. The positive effects of preschoolare maintainedfor a relativelylong period during the primary school years. This study concludesthat preschooleducation can be considereda means of enrichmentand a suitable interventionprogramme for childrenbrought up in relativelypoor cultural environments. 97

call numbeir:302.

preschool/IQ/Draw-a-man/schoolperformance.

Thiagarajan,Sivasallam; Pasigna, Aida, L. (1986).Project Bridges: Literature Review on the Soft Technologiesof LearninR.?: Institutefor International Research.

(This document reviews a wide variety of informationincluding evaluationreports, research studies,project reportsand reviews related to technologyand learning in Thailand,Indonesia, Malaysia, Liberia, Jamaica, Bangladeshand the Philippines.)

call number: 202.

technology/learning/educationalefficiency /costs/computer assisted instruction/textbooks/classactivities/teaching practices/teacher role/teachertraining/cost effectiveness/ research review.

Thias, Hans, H.; Carnoy,Martin (1984).Cost-Benefit Analysis in Education:A Case Study of Kenya. Baltimoreand London: The Johns Hopkins UniversityPress.

(The sample consists of 3,405 students from 89 schools in Kenya who were candidatesfor the KPE, the examinationtaken after 7 years of primary school. Performanceon the examinationdetermines admission to secondary schools.)

call number: 112.

cost ana1ysis/inputcosts/rates of return/examinations/teacher salarie/ xpenditureper student/schoolsize/teacher student ratio/reFsearchreport.

UNESCO (1987).Education and TraininaPolicies in Sub-SaharanAfrica. Problems.guidelines and prospects.Paris: UNESCO.

(This report contains populationand educationalstatistics for all Sub-SaharanAfrica, and is also availablein French under the same call number.)

call number: 273.

primary education/secondaryeducation/literacy/educational efficiency /educationalfinance/costs/policy/radio/science/sex differences/resource utilization/classsize.

UNESCO (1932).Joint ILOUNESCO Committeeof Experts on the Applicationof the RecommendationConcerning the Status of Teachers.Geneva: UNESCO. 98

(This document containsdata from countriesin Africa, North America, South America, Asia, Europe, and Oceania.)

call number: 76.

input costs/teachersalaries/teacher benefits/teaching conditions/in-servicetraining/class size/teacher student ratio/timeon task/teachercertification/research report.

Urwick, James (1987). Improvingthe Qualificationsof Primary School Teachers in Nigeria: Official Goals and PracticalPossibilities. Compare; 17(2): 137-155.

(This document examinesthe problems and issues related to teacher quality in Nigeria.)

call number: 201.

teacher training/teachereffectiveness/sex differences/in- service training/researchreport.

VanLaarhoven.P. [e.a.J (1987).Achievement in Public and Private Secondary Educationin the Netherlands.Paper prepared for the 82nd Annual Meeting of the American SociologicalAssociation.

(The data used for the analysis includeslongitudinal information on pupils from the Netherlandswho left primary school in 1965. A sample of 3042 individualswho left school in 1965 were interviewedin 1970, 1974 and 1978.)

call number: 184.

academic achievement/privateschools/secondary education/school characteristics/family-communitycharacteristics/student characteristics/socialstatus/research report.

Veenman, Simon (e.a.J (1985).Active LearningTime in Mixed Age Classes. EducationalStudies; 11(3): 171-180.

(The sample consistsof studentsfrom 22 grade 3/4 mixed age classes in the Netherlands.)

Little differencein time on task was found between pupils in mixed age and single age classes.Ability level had little effect on time on task. Teachers found teaching in mixed age classes difficult.Students in mixed age classes spent more tine working individually.

call number: 20. 99

cross age teaching/time on task/research report.

Verspoor, Adriaan,N. (1989). Pathgabs to Change: Improving the Oualitv of Education in Developlng Countries.; World Bank Discussion paper number 53. The World bank: Washington, D.C.

(The study examines 282 Bank-financed education projects approved between 1963 and 1984. There is a detailed analysis of a sample of 21 projects representative of Bank experience.)

call number: 247.

change strategies/implementation/teacher training/management/ facilities.

Verspoor, Adriaan, M. (1986). Textbooks as Instruments for the Improvement of the Ouality of Education. Washington, D.C.: The World Bank.

(Although this paper does not include research findings, it presents an analysis of the role of textbooks in quality improvement.)

call number: 240.

textbooks/school quality/educational improvement/ implementation/research report.

Verspoor, Adriaan; Leno, Janet, L. (1986). Improvina Teachint: A Key to Successful Educational Change. Washington, D.C.: The World Bank.

(This paper examines 21 teacher training programs from the Bank portfolio.)

call number: 241.

teacher training/in-service training/teacher supervision/ curriculum/teacher effectiveness/research review.

Vobejda, Barbara (1989, January 27). Rewriting the Book on Math. Plan to Change Teaching Methods Unveiled. The Washington Post; Al, A4.

A group of leading mathematics organizations, warning that American students are dangerously unprepared in math, outlined an ambitious plan to revamp math education that calls for less rote learning and a stronger emphasis on problem solving, fundamental concepts and more use of calculators and computers.

call number: 317. 100

mathematics/computerassisted instruction/computers/curriculumreform.

Vobejda, Barbara. Science Know-Hovof Youths called "DistressinglyLow". The VashinAtonPost; n.l.

(This article is based on data from the NationalAssessment of EducationalProgress and concernsthe United States only.)

The performanceof American students in science is low.

call number: 294.

science/academicachievement/racial differences/sex differences/mathematics/researchreport.

Wagner, D.A. (1989).In Support of Primary Schoolingin DevelopingCOuntries: A New Uc3k at TraditionalIndigenous Schools. Washington, D.C.: The World Bank: Populationand Human ResourcesDepartment (processed).

(This is a draft paper, not for circulation,quotation or citation.)

The present paper provides an overview of educationalsystems -- termed indigenousschools -- which are primarilydescendants of religious schoolspredating European colonialism.The Islamic school, one such indigenousschool system, is describedin terms of its social and instructionalconsequences for children and society in certainparts of the developingworld. Since increasedaccess to primary schoolingand the learning of basic literacy skills are importanteducational policy goals, such alternativeforms of schooling,where appropriate,may be useful to consider in support of governmentprimary school institutions.

call number: 313.

Quranic schools/non-formaleducation/pre-school/primary school.

Wagner, Daniel A. [e.a.] (1988).Does Learning to Read in a Second Language Always Put the Child at a Disadvantage?Some Counter-Evidencefrom Morocco. Paper presentedat the Boston UniversityConference on Language Development, October 1987.

(This paper reports on a longitudinalstudy of literacyacquisition among 166 first-gradechildren in a rural town in Morocco.)

Analyses showed that while there were significantdifferences in Arabic (first literacy)reading achievementbetween Berber-andArabic-speaking groups in the first year of the study, such differencesvirtually disappearedby year 5. Quranic preschooling,which takes place in Arabic, was found to be a mediating influenceon achievementin grade 1. Learning to read in French (secondliteracy) was unrelatedto Berber or 101

Arabic linguisticbackground, but highly related to reading achievement in Arabif. The findings support the propositionthat children in certain social and linguisticcontexts need not be taught in their mother tongue in order to achieve literacy norms of the majority languagegroup. These findings are discussedin terms of their potentialgeneralization to other linguisticand cultural contexts.

call number: 69.

reading/academicachievement/literacy/second language learning/ student characteristics/socioeconomicstatus/sex differences/ research report.

Wagner, Daniel A. (1983).Indigenous Education and Literacy in the Third World. Child Developmentand InternationalDevelopment: Research-Policy Interfaces;(20):77-85.

(The author describesIslamic or Quranic schools throughoutthe Third World.)

Indigenousschool systemsoften featureliteracy as a central focus, but such systems have generallybeen ignoredby developmentalplanners.

call number: 79.

indigenouseducation/Quranic schools/cultural factors/literacy/ teaching practices/researchreview.

Wagner, Daniel A. [e.a.] (1986).Studying Literacy in Morocco. The Acquisition of Literacv:Ethnographic Perspectives. Norwood, NJ: Ablex.

(The sample consists of 370 children from 4 to 8 years of age and their* families.)

call number: 83.

literacy/Quranicschools/sex differences/community characteristics/secondlanguage learning/reading/student characteristics/academicachievement/research report.

Wagner, Daniel A.; Lofti, Abdelhamid (1980,June). TraditionalIslamic Education in Morocco: Sociohistoricaland PsychologicalPerspectives, ComparativeEducation review.

(This paper describesQuranic schoolingand includesfindings and referencesfrom studies on the topic.)

call number: 82. 102

Quranic schools/learning/culturalfactors/preschools/primary education/teachingpractices/research review.

Wagner, Daniel, A.; Spratt,Jennifer, B. (1986).Cognitive Consequences of ContrastingPedagofzies: The Effectsof Ouranic Preschoolinain Morocco.PAper presented in the symposiumon "CognitiveConsequenv.es of Schooling:Cross- Cultaral Perspectives",Tours, France,July 1985.

(The sample consistedof 350 6-7 year old children in Morocco.)

Results indicatedspecific and positive effectsof Quranic schoolingon serial memory, but not on other memory or cognitivetasks. These findings replicateearlier reportsby Scribnerand Cole (1981) that Qairanicschooling affects specific (and not general)memory skills.The reading measures indicatedsuperior performance among those children with urban background,Arabic maternal language,and to a lesser extent, Quranic schooling.It was concludedthat the corpus of research from this and similar studies suggestsa "practicetheory" of culture and cognition.

call number: 81.

Quranic Schools/learning/preschools/reading/student characteristics/culturalfactors/teaching practices/research report.

Weiler, H. N. (1985).Bank Grou, EducationSector Policy Paper. African Developmentbank (ADB/OARD/85/01/EDU).

(This policy paper provides informationand statisticson educationin Africa.)

call number: 46.

education/economicdevelopment/educational benefits/educational policy/efficiency/graderetention/school dropouts/educational spending/schoolenrollment/sex differences/literacy/rates of return/researchreport.

Western Africa ProjectsDepartment, World Bank (1986).Republic of Senegal:Costand Financingof Education.(processed).

(This partial documentmarked "for official use only" contains statisticson Senegal.)

call number: 256.

educationalfinance/costs/school enrollment/expenditure per student/researchreport. 103

Willmx, Douglas, J. (1987).Differences between Scottish EducationAuthorities in their ExaminationAttainment. Oxford Review of Education;13(2): 211-232.

(The study uses data from the 1977, 1981, and 1985 Scottish School Leavers Surveys,whichl describe the exa&*inationresults and family backgroundsof over 40,000 secondarypupils.)

The findings show that there were significantdifferences between EducationAuthorities (EAs) in their examinationperformance, even after controllingfor the effects of students'family backgrounds.Some EAs were at a distinct disadvantage,because they had several schoolswith high proportionsof low social-classpupils. Adjusting for the mean socioeconomicstatus of the school, in addition to the background characteristicsof individual pupils, altered considerablythe profile of attainmentand achievementfor many of the EAs. The findingsalso suggest that, of the varianicein pupil outcomesremaining after controllingstatistically for pupil intake,nearly 90% is between pupils, about 10% is between schools,and less than one-tenthof one percent is between EAs.

call number: 93.

academic achievement/examinations/comparativeanalysis/school effectiveness/studentcharacteristics/research report.

Wilson, Kenneth, M. (1985).Factors AffectingGMAT PredictiveValidity for ForeianNBA Students:An Explorato.rvStudy. Princeton,NJ: Educationaltesting Service.

(Data were suppliedby 59 U.S schools of managementfor 1,762 foreign non-nativespeakers of English (Englishsecond language)and 157 foreign native speakers (Englishprimary language).)

Results of the study indicatethat English language 'verbal ability" tests are not measuring the same constructin samplesof non-native English speakers as in samplesof native speakers,U.S. or other. Thus, the verbal scores of U.S. and randomly selectedforeign ESL (English second language)examinees cannot be assumed to be comparable--thatis, cannot be assumed to reflectvalid differencesin verbal reasoning ability.

call number: 42.

test performance/comparativeanalysis/post-secondary education/ research report.

Wilson, Kenneth, M. (1985).The GRE SubiectTest Performanceof U.S. and Non-U.S. Examinees:A ComgarativeAnalysis. Princeton, NJ: EducationalTesting Service. 104

(The study is bssed on data from GRE files about 78,000 U.S. and 16,000 non-U.S. GRE examinees.)

The study found that foreignESL examineesperformed bettex, relative to U.S. examinees,on GRE Subject Tests than on the GRE verbal test. A major implicationof the findings is that scores on GRE Subject Tests appear to be useful for assessingrelative levels of subject-matter mastery for examineesdiffering widely in linguistic- cultural - educationalbackground. Research is needed to determinethe extent to zhich the comparativeacademic performance of U.S. students and foreign students is consistentwith their comparativeperformance on the Gre Subject Tests.

call number: 41.

test performance/comparativeanalysis/post-secondary education/ research report.

Vindham, Douglas, M. Internal Ef°iciencland the African School. (processed).

(This report examinesAfrican schools.Q

call number: 50.

internal efficiency/economicdevelopment/educational expansion/ educationalfinance/expectations for success/schoolenrollment/ facilities/instructionalmaterials/research report.

Winkier, Donald R. (1984).Evaluation of a Proposalto Use Radio to Teach Nathematicsin the DominicanRepublic. 1984-89.Washington, D.C.: USAID? Academy for EducationalDevelopment.

(This proposal contains limited data on the use of educationalradio in Nicaragua,Thailand and the DominicanRepublic.)

call number: 47.

academic achievement/costs/distanceeducation/radio/ mathematics/researchreview.

Wong, Soon Teck (1987, February 16). Response to Reauest from Marlaine Lockheed for Information on Student Examination/Testint in Singapore [letter].

call number: 63.

examinations/studenttesting/curriculum/research report. 105

World Bank (1988).Education in Sub-SaharanAfrica. Policiesfor Adlustment. Revitalization,and &xMansion.Washington, D.C.: The World Bank.

(This policy study contains data on primary and secondaryenrollment, distributionof secondaryenrollment by type of education,tertiary enrollmentand its distributionby field of study, teachers and schools, student-teacherratios, student flows and indicatorsof efficiency, percentageof studentsenrolled in private schools, total public expenditureon educationand its distributionby recurrentor capital componentand by level of education,and by purpose, average salariesof primary and secondaryteachers, extsrnal aid to education,external public debt of educationsector, and the regular economic and social indicators.There also is a substantialbibliography.)

call number: 284.

policy/educationalexpansion/expenditure/school quality/primary education/secondaryeducation/resource allocation/.

World Bank (1989).A Study of Mosque Schools in Sind with Special Referenceto Girls' Education.Karachi: Teachers'Resource Centre.

(This processeddocument is accomp'tniedby a memo and was submittedto the division in the context of the debate on alternativesto Government schooling.)

Mosque schools are not attached to the mosques as everyone thought. Their connectionto the mosque is throughthe Pesh Imam, rather than their proximityto the mosque.However, their location as far as access is concerned is better than for conventionalschools. kor the small sample in the survey, literacy and numeracyachievement is probably better than in the conventionalschools. The administ;.Ativeseparation of the mosque appears to have been beneficial.The majority of teachers are local. The mosque schoolswere not more successfulin preventing drop-outs.

call number: 300.

Quranic schools/literacy/numeracy/&ccess/achievement.

Yousufzai,Fazal, Rabbi [e.a.) (1983).Illuminative Study on Teacher Training in Collaborationwith Pakistan PrimaryEducation Proiect IV Sind. Hyderabadat Jamshoro:Bureau of Curriculum and Extension Wing Sind.

(The sample includes 32 primary school teachers,16 from 8 project schools and 16 from 8 non-projectschools in Pakistan.)

This document describesa program designedto assess the quality and output of teacher training initiativein Pakistan. 106

call number: 207.

teacher training/in-servicetraining/evaluation/educational at.tairment/problems/researchreport.

Zuxovsky,Ruth le.a.J(1987). Rome and School Contributionsto Science Achievementin lementar Schools in Israel.Paper presentedat the AMerican Educationalresearch Association Annual Meeting, April 1987, Washington,D.C.

(The study involved 86 schools,and 2599 elementaryschool students in Israel.)

The study examines the relative status of school versus home variables in explainingthe variance in scienceachievement. The contributionof school variableswas found to be "subjectspecific' - larger in subjects taught in school and less dependenton general ability; and "system specific"- larger in low socioeconomicschools and small in high socioeconomicschools.

call number: 105.

academic achievement/science/socioeconomicstatus/teaching practices/studentcharacteristicsiresearch report/school effectiveness.

Zuzovskuy,Ruth [e.a.J (1987).School Indicesand their Use. Paper presented at the AMerican Educationalresearch Association Annual Meeting, April 1987, Washington,D.C.

(The study involved 2599 students in 86 elementaryschools during 1984.)

This paper describes3 indices representingdifferent school characteristics.These indicesprovided a convenienttool for describing certain school processesand for estimatingand evaluatingthe schools effect.

call number: 106.

academic achievement/science/schooleffectiveness/socioeconomic status/teachingpractices/research report.

Zuzovsky,Ruth; Chen, David (1988).Scien-I gnowledgeAcouired Within and Outside th School. Paper presentedat the AMerican Educationalresearch AssociationAnnual Neeting, April 1988, New Orleans.

(The data used in this study were obtained from a science achievement test administeredto a random sample of 86 classes in 86 different elementaryschools throughoutIsrael and included 2429 students.)

call number: 97. 107 science/academicachievement/sex differences/experiential learning/researchreport. 108

SUBJECT INDEX

academic achievement 5, 7, 8, 13-16, 18, 19, 22-24, 26-36, 38-41, 44, 45, 46, 49-54, 58-68, 74-77, 79, 82-84, 86, 87, 89-91, 93, 94, 95, 96, 98, 100, 101, 103, 104, 106, 107 aid 11, 15, 16, 20, 25, 45, 56, 66, 76, 82, 105 arts 13, 23, 24, 28, 52, 65, 76 attitudes 5, 15, 17, 29, 32, 40, 45, 52, 53, 58, 61, 82, 88, 90, 91, 95 biology 29, 69 birth control 19, 36 change strategies 20, 31, 99 chemistry 4 class activities 5, 97 class organization 28, 90, 95 class size 5, 8, 43, 45, 46, 62, 87, 91, 97, 98 classroomactivities 5 classroomcommunication 69 coeducational-single-sexschools 15, 23, 29, 34, 35, 45, 51, 53, 66, 88 collaboration 20, 69, 72, 105 communitycharacteristics 6, 9, 11, 12, 18, 19, 22, 25, 31, 38-40, 43, 44, 47, 48, 53, 54, 58, 59, 61, 62, 67, 72, 74-79, 81, 83, 87, 91-96, 98, 101 comparativeanalysis 7, 19, 21, 25, 26, 30, 38, 41, 45, 54, 64, 79, 94, 103, 104 computer assisted instruction 6, 35, 45, 74, 97, 100 computers 6, 23, 68, 70, 73, 99, 100 cooperativelearning 90, 91 cost analysis 7, 11, 12, 36, 47, 49, 77, 78, 97 cost effectiveness 21, 23, 31, 36, 48-52, 54, 68, 73, 75, 77, 78, 97 costs 6, 8, 11, 13, 16-21, 24-26, 33, 40, 43, 46, 48-50, 52, 54, 57, 58, 68, 69, 71, 73, 75-77, 79, 85-87, 94, 96-98, 102, 104 cross age teaching 74, 99 cultural differences 43, 58, 95 cultural factors 17, 59, 68, 70, 88, 90, 101, 102 curriculum 9, 14, 15, 25-28, 31, 32, 37-39, 41, /.-, 53, 59-63, 67-70, 72, 73, 75, 77, 79-82, 84, 89, 94, 95, 99, 100, 104, 105 curriculumreform 28, 31, 32, 37, 73, 100 decentralization 16, 45, 49, 50, 57, 83 distance education 20, 30, 31, 36, 45, 47, 48, 60, 67, 69, 73, 75, 76, 85, 86, 104 donors 11, 21, 56, 76 double-shift 71, 94 early childhood interventionprograms 33, 69 economic aid 11, 16, 25, 45, 56, 66, 76 c-nomic development 6, 11, 12, 14-17, 21, 25, 30, 38, 41, 47, 54, 56, 62, 65, 66, 68, 72, 76, 78, 79, 83, 88, 93, 102, 104 education 1-38, 40-51, 53-94, 96-105 educationalattainment 12, 17, 19, 25, 34, 43, 44, 46-48, 54, 62, 64, 78, 81, 86, 87, 106 109 educationalbenefits 3, 10, 13, 17, 36, 45-49, 54, 59, 68, 69, 71, 79, 81, 82, 88, 89, 93, 102 educatiorsaldemand 33, 84, 85 educationalefficiency 7, 24, 30, 31, 38, 46, 49, 50, 59, 64, 81, 83, 84, 97 educationalequity 6, 7, 10, 16, 21, 38, 39, 41, 49, 50, 54, 65, 71, 85, 88, 93, 94 educationalexpansion 15, 24, 46, 49, 50, 53-55, 81, 84, 85, 88, 104, 105 educationalexpectations 6; educationalfinance 7, 14-16, 25, 28, 49, 52, 58, 59, 72, 78, 83, 88, 94, 96, 97, 102, 1C4 educationalimprovement 10, 11, 20, 38, 42, 71, 74, 77, 99 educationalneeds 31, 33, 36, 82 educationaloutcomes 13, 18, 29, 47, 59 educationalpolicy 5, 7, 20, 54, 76, 100, 102 educationalpra',tices 72 educationalreform 15, 72, 84 educationalspending 15, 18, 43, 46, 88, 102 effectiveschools 13, 20, 51, 52, 61, 74 efficiency 6-8, 16, 20, 21, 24, 25, 30-33, 38, 43, 44, 46, 47, 49-51, 57, 59-62, 64-66, 70, 71, 74, 80, 81, 83, 84, 86, 88, 94, 97, 102, 104, 105 employment 1, 2, 1k, 14, 21, 26, 32, 40, 43, 48, 55, 58, 65, 72, 77-79, 82, 83, 88, 89 English 3, 16, 23, 26-29, 64, 91, 103 evaluation 4, 11, 13, 23-25, 29, 30, 33, 35, 39, 44, 49, 60, 62, 66, 67, 69-71, 76, 77, 81, 82, 84, 87, 97, 104, 106 examinations 4, 9, 14, 22, 25, 27, 28, 30, 38, 40, 42, 43, 53, 63, 64, 67, 69-73, 75, 82, 89, 91-93, 95, 97, 103, 104 expectationsfor success 18, 19, 59, 68, 95, 104 expenditureper student 8, 11, 16, 25, 26, 50, 77, 88, 97, 102 external efficiency 80, 83 facilities 7, 8, 14, 17, 21, 26, 27, 33, 40, 50, 68, 70, 71, 74, 77, 87, 89, 91-94, 96, 99, 104 family-communitycharacteristics 6, 9, 11, 12, 18, 19, 22, 25, 31, 38, 39, 40, 43, 44, 47, 48, 53, 54, 58, 59, 61, 62, 67, 72, 74, 75, 76, 78, 79, 81, 83, 87, 91-96, 98 fertility 9, 11-13, 18, 19, 42, 59, 72, 88 fund raising 15, 21, 33 gifted-talentedchildren 31, 94 grade retention 24, 27, 32, 33, 39, 46, 64, 71, 74, 81, 86, 87, 93, 94, 102 headmasters-principals9, 18, 58, 91, 95 homework 63 implementation 21, 25, 26, 32, 37, 42, 60, 68, 70, 74, 76, 77, 84, 86, 90, 94, 99 implementation-replication86 in-serviceteacher education 64, 73 in-servicetraining 8, 22, 77, 98, 99, 106 income 6, 7, 10, 12, 13, 17, 26, 29, 36, 37, 40-42, 48, 49, 52, 54, 55, 59, 60, 62, 67, 77-82, 88, 93 110 indigenouseducation 101 infant-childmortality 13, 19 input costs 8, 11, 18, 26, 50, 77, 97, 98 input output analysis 5, 13, 30, 48, 62, 71 inspectorrole 9, 94 instructionalinnovation 31, 60 instructionalmaterials 16, 45, 104 intelligence 64, 96 internalefficiency 20, 43, 44, 50, 57, 61, 71, 81, 83, 94, 104 labor market 10, 11, 15, 28, 55, 61, 70, 78-82, 84, 87, 88 laboratories 68 language arts 13, 24, 28, 52, 76 learning 3 5, 6, 9, 16, 20, 26-30, 34, 35, 39-41, 47, 55, 60, 64, 66, 1, 68-70, 82, 84, 85, 90, 91, 97-102, 107 literacy 19, 24, 27, 30, 34, 47, 58, 64, 66-68, 70, 72, 85, 92-94, 97, 100, 101, 102, 105 management 7-9, 15, 21, 39, 66, 69, 70, 83-86, 92, 94, 99, 103 manpower development 7, 11, 20, 82 math,iatics 3, 9, 13, 15, 16, 23, 26, 35, 40, 45, 46, 51, 52, 58, 60, 61, 62, 63, 83, 39, 91, 94-96, 99, 100, 104 media 20, 30, 45, 89 motivationalfactors 61 multigrade system 71, 94 non-economicbenefits 32, 36, 59 nonformal education 21, 62, 82, 83 niutrition9, 37, 40, 42, 64, 67, 70, 91 occupation 61, 87, 92 occupationalmobility 28, 86 occupations 12, 77, 78 open learning 20 outcomes of education 36, 50 planning 3, 7-9, 11, 12, 15, 17, 18, 33, 51, 52, 61, 69, 74, 76, 77, 85, 92 policy 2-5, 7, 12, 15, 19, 20, 25, 26, 36, 37, 39, 45, 46, 51-55, 58, 61, 62, 65, 69, 71, 76, 79, 80, 83, 85, 94, 97, 100-102, 105 policy formation 45 post-secondaryeducation 7, 11, 16, 28, 46, 49, 57, 65, 76, 78, 94, 103, 104 pre-servicetraining 8, 75 preschools 7, 8, 28, 41, 70, 74, 83, 95, 102 primary education 2, 4, 6, 7, 11-14, 20, 21, 23, 24, 26, 28, 29, 34, 41, 43, 44, 58, 60, 65, 70-72, 76, 78, 80, 85, 86, 93, 94, 37, 102, 105 private schools 7, 8, 11, 16, 22, 25-27, 33, 39, 43, 45, 49-52, 56, 57, 59, 71-73, 79, 83, 85, 86, 96, 98, 105 problems 3, 13-16, 20, 32, 35, 66, 67, 70, 73, 84, 85, 90, 97, 98, 106 program evaluation 67, 87 programedinstructional materials 16, 45 Quranic schools 100-102, 105 radio 6, 13, 29, 30, 36, 45-47, 57, 66, 67, 75, 85, 86, 89, 97, 104 rates of return 7, 10, 12, 25, 36, 42, 46, 48, 49, 54, 55, 65, 66, 78, 79, 80, 82, 88, 94, 97, 102 ill reading 8, 26, 29, 39, 58, 59, 63, 83, 100-102 reasoningability 31, 75, 94, 103 research report 3-5, 7-19, 21-40, 43-55, 57-59, 61-104, 106, 107 research review 4, 6, 8, 13, 15, 16, 18, 20-22, 24, 25, 27, 30-33, 36, 37, 38, 39, 41, 42, 44-46, 49, 51, 56, 58, 60, 61, 64, 71, 74, 75-84, 86, 88, 89, 97, 99, 101, 102, 104 research study 69 resource allocation 21, 25, 33, 37, 41, 49, 66, 70, 78, 79, 83, 86, 88, 105 resourceutilization 8, 18, 21, 33, 37, 97 rural occupations 12 rural-urbanfactors 6, 8, 10, 11, 18, 19, 21, 24, 39, 46, 48, 49, 57, 59, 74, 83-86, 92, 96 salaries 10-12, 14, 17, 22, 26, 50, 55, 71, 77, 84, 86, 91, 94, 97, 98, 105 salary differentials 14, 26, 46, 55, 77, 81 salary structure 3, 10 school attendance 6, 9, 12, 14, 17-19, 33, 46, 47, 60, 74, 91, 93, 95 school characteristics 5, 22, 23, 27, 28, 32, 41, 45, 49, 51, 61, 63, 74, 75, 86-88, 91, 98, 106 school dropouts 24, 27, 33, 34, 46, 59, 66, 71, 81, 83, 87, 91, 93, 95, 102 school effectiveness 3, 4, 20, 27, 63, 74, 89, 95, 103, 106 school enrollments 60 school feedingprograms 18, 59, 60 school management 7-9, 83, 84, 86 school quality 7, 9, 10, 14, 15, 21, 22, 28-30, 33, 37, 38, 40-42, 45, 49, 50, 63, 71, 74, 76, 82, 86-89, 93, 94, 99, 105 school resources 7, 26, 41, 63, 72, 74, 86 school size 50, 57, 62, 97 science 8, 13, 23, 28, 29, 34, 35, 40, 41, 44, 56, 57, 64, 65, 68, 72, 76, 90, 95, 97. 100, 106, 107 second language learning 3, 26, 27, 39, 68, 101 secondaryeducation 1, 2, 6, 7, 11, 16, 25, 26, 28, 46, 49, 51, 54, 55, 57, 60, 65, 68, 73, 76-78, 81, 86, 89, 94, 96-98, 103-105 sex differences 6, 11, 12, 16, 18, 19, 21, 24, 25, 27, 29, 34, 35, 39, 44, 47, 48, 50, 51, 53-55, 57, 65, 70, 74, 80, 86-88, 92, 97, 98, 100-102, 107 social status 28, 41, 47, 87, 98 studentability 13, 16, 34, 50, 78, 79, 82, 95 studentattitudes 5, 15, 29, 32, 40, 45, 52, 53, 58, 82, 88, 91, 95 studentbehavior 16, 27, 53, 94, 95 student characteristics 5, 6, 8, 9, 18, 22-24, 27, 33, 34, 39, 40, 49, 53, 63, 66, 68, 74, 76, 81, 91, 95, 98, 101-103,106 student competencyexaminations 93 studentmotivation 61, 90, 91 student testing 9, 14, 22, 23, 25, 43, 53, 67, 69, 70, 75, 76, 82, 89, 93, 104 supervisorymethods 36 teacherbackground 8, 27 teacherbehavior 5, 6, 8, 15, 26, 28, 90, 91, 94-96 teacherbenefits 98 112 teacher certification 31, 74, 98 teachercharacteristics 7, 8, 12, 13, 24, 26, 27, 39-41, 44, 64, 72, 75, 79, 83, 87, 89-91, 95, 96 teachereffectiveness 8, 13, 24, 31, 63, 64, 71, 75, 84, 92, 96, 98, 99 teacherrewards 10 teacherrole 13, 28, 97 teachersalaries 10-12, 14, 17, 22, 26, 50, 55, 71, 77, 86, 91, 94, 97, 98 teacher student ratio 11, 22, 33, 45, 46, 74, 79, 87, 88, 91, 92, 94, 97, 98 teacherstudent relationship 5, 8, 13, 36, 64 teachersupervision 36, 71, 86, 91, 92, 99 teacher supply 14 teacher training 4, 6-9, 12, 14, 20, 22, 26, 38, 42, 44, 58, 63, 70, 71, 73, 75, 76, 85-87, 91, 97-99, 105, 106 teachingconditions 4, 10, 13, 39, 98 teachingpractices 4, 5, 8, 13, 16, 22, 39, 62, 64, 68, 70, 71, 74, 75, 89, 90-92, 95, 97, 101, 102, 106 technology 4, 6, 20, 21, 28, 68, 70, 75, 97 television 6, 30, 36, 45, 47, 73 test performance 7, 34, 103, 104 textbooks 20, 23-25, 27-29, 33, 39, 40, 42, 45, 46, 62, 63, 71, 86, 87, 91, 94, 97, 99 time on task 11, 42, 62, 63, 74, 84, 92, 94, 95, 98, 99 training 3, 4, 6-9, 12, 14, 16, 17, 20, 22, 25, 26, 30, 32, 37, 38, 42, 43, 44, 49, 55, 58, 63, 66, 69-73, 75-77, 79-82, 85-87, 89, 91, 97-99, 105, 106 trends 8, 22, 24, 30, 72, 80 urban factors 6, 8, 10-12, 18, 19, 21, 24, 39, 42, 46, 48, 49, 57, 59, 74, 83-86, 92, 94, 96 urbanization 19, 64, 84, 88 vocationaltechnical schools 7, 8, 11, 14, 16, 55, 72, 78, 89 vocational technicaltraining 43, 49, 77, 79, 82, 86, 89 113

COUNTRY INDEX

Africa 6, 8, 10, 13, 15, 20-22, 27, 41, 42, 46, 57, 62, 65, 74-76, 82, 85, 97, 98, 102, 105 America 6, 8, 15, 33, 36, 37, 41, 46, 49, 57, 63, 64, 71, 86, 98 ASia 6, 20, 41, 46, 57, 69, 98 Australia 5, 15, 20, 21, 31, 44 Bahamas 21 Bangladesh 21, 56, 76, 87, 97 Barbados 21 Bermuda 21 Botswana 7, 13, 14, 17, 21, 25, 63, 67, 68, 76 Brazil 10, 12, 15, 30, 39, 62, 69, 70, 73, 76, 77, 89 Brunei 21, 60 Canada 5, 20, 21, 44, 68, 76, 87 Carribean 71 Chile 8, 16, 28, 39, 69, 73, 83, 86, 87 China 12, 15, 25, 28, 36, 44, 48, 67, 71, 72, 92 Colombia 12, 51, 80 Comoros 7 Costa Rica 12, 76 C6te d'Ivoire 55 Cuba 12 Cyprus 21 DevelopedCountries 16, 20, 26, 38, 44, 57, 73 DevelTjpingCountries 2, 4-6, 8, 12, 20, 22, 23, 25, 26, 30, 31, 37-39, 43-45, 47-49, 51, 57, 59, 61, 62, 65, 68, 78-80, 83, 93, 99, 100 DominicanRepublic 13, 50, 85, 104 Egypt 18, 34, 68 El Salvador 47, 83 Ethiopia 66, 92 Europe 15, 98 Fiji 22, 26 Finland 44 France 25, 102 Gambia 21 Germany 5, 25, 89 Greece 62 Guatemala 33, 67 Guinea 21 Guyana 21 Haiti 71, 84 Hong Kong 43, 44 Hungary 5, 44 India 8, 15, 20, 21, 56, 62, 69, 73, 92 Indonesia 12, 16, 17, 36, 47, 53, 60, 64, 70, 84, 96, 97 Ireland 63 Israel 5, 35, 76, 90, 106 Italy 44 114

Jamaica 21, 34, 68, 69, 97 JApan 10, 25, 44, 62, 72, 76, 94, 95 Jordan 68 Kenya 6, 7, 13, 21, 26, 27, 54, 62, 69, 76, 84, 93, 97 Kirlbati 21, 42 Korea 5, 12, 44, 62, 76 Latin America 6, 8, 15, 33, 36, 37, 41, 46, 49, 57, 63, 64, 71, 86 Lesotho 7, 21, 89 Liberia 16, 57, 68, 89, 97 Malawi 21, 26, 36, 61, 67, 76 Mauritania 13 Mexico 42, 47, 58, 59, 76 Morocco 27, 77, 100-102 Nepal 47, 62, 67, 70, 75, 89, 91 Netherlands 5, 44, 76, 95, 98 Now Zealand 21, 26, 45, 52, 53 Nicaragua 13, 24, 45, 46, 104 Niger 12, 18 Nigeria 4, 5, 21, 27, 62, 75, 98 Norway 44 Pakistan 24, 50, 70, 71, 105 Papua New Guinea 21 Paraguay 50 Peru 7, 21, 69, 72, 94 Philippines 8, 36, 39, 44, 51-54, 56, 60, 62, 64, 67, 70, 97 Poland 44 Portugal 72 Samoa 47 Senegal 7, 93, 94, 102 Seychelles 21 Sierra Leone 7, 21 Singapore 44, 60, 104 Solomon Islands 21 South Africa 22, 74 Sri Lanka 12, 21, 56, 70, 89 Swaziland 7, 21, 62, 76 Sweden 25, 29, 44 Tanzania 7, 9, 13, 21-23, 51, 54, 76, 77, 79, 84, 85, 96 Thailand 5, 8, 13, 19, 24, 36, 39, 44, 47, 48, 51, 56, 60-62, 68, 70, 74, 97, 104 Tonga 21 Trinidad and Tobago 56, 57 Tunisia 7 Turkey 73 Uganda 11, 17, 21, 38-40, 76 United Kingdom 20, 82 United States 10, 95, 100 US 44, 83, 96 Venezuela 81 Zaire 22 zambia 7, 21, 76 Zimbabwe 68, 70, 76