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  • 1
    Online Resource
    Online Resource
    Increasing Access by Waiving Tuition : Evidence from Haiti (2015)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048269248
    Format: 1 Online-Ressource (25 p)
    Series Statement: World Bank E-Library Archive
    Content: Despite impressive gains in increasing access to school over the past 20 years, an estimated 57 million children worldwide do not go to school. Abolishing school fees has increased enrollment rates in several countries where enrollments were low and school fees were high. However, such policies may be less effective, or even have negative consequences, when supply-side responses are weak. This paper evaluates the school-level impacts of a tuition waiver program in Haiti, which provided public financing to nonpublic schools conditional on these schools not charging tuition. The paper concludes that a school's participation in the program results in having more students enrolled, more staff, and slightly higher student-teacher ratios. The program also reduces grade repetition and the share of students who are over-age. Although the increase in students at participating schools does not directly equate to a reduction in the number of children out of school, it does demonstrate strong demand from families for the program, and a correspondingly strong supply response from the nonpublic sector
    Additional Edition: Erscheint auch als Druck-Ausgabe Adelman, Melissa A Increasing Access by Waiving Tuition: Evidence from Haiti Washington, D.C : The World Bank, 2015
    Language: English
    DOI: 10.1596/1813-9450-7175
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 2
    Online Resource
    Online Resource
    Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012 (2015)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048269081
    Format: 1 Online-Ressource (41 p)
    Series Statement: World Bank E-Library Archive
    Content: This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-a-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system's ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina
    Additional Edition: Erscheint auch als Druck-Ausgabe De Hoyos, Rafael Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012 Washington, D.C : The World Bank, 2015
    Language: English
    DOI: 10.1596/1813-9450-7518
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012 / (2015)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edocfu_9958143943802883
    Format: 1 online resource (41 pages)
    Series Statement: Policy research working papers.
    Content: This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-a-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system's ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.
    Language: English
    DOI: 10.1596/1813-9450-7518
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    FU Berlin
  • 4
    Online Resource
    Online Resource
    Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012 / (2015)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edoccha_9958143943802883
    Format: 1 online resource (41 pages)
    Series Statement: Policy research working papers.
    Content: This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-a-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system's ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.
    Language: English
    DOI: 10.1596/1813-9450-7518
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    Charité
  • 5
    Online Resource
    Online Resource
    Increasing Access by Waiving Tuition : Evidence from Haiti (2015)
    World Bank Group, Washington, DC
    Details
    UID:
    gbv_1759660493
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 7175
    Content: Despite impressive gains in increasing access to school over the past 20 years, an estimated 57 million children worldwide do not go to school. Abolishing school fees has increased enrollment rates in several countries where enrollments were low and school fees were high. However, such policies may be less effective, or even have negative consequences, when supply-side responses are weak. This paper evaluates the school-level impacts of a tuition waiver program in Haiti, which provided public financing to nonpublic schools conditional on these schools not charging tuition. The paper concludes that a school's participation in the program results in having more students enrolled, more staff, and slightly higher student-teacher ratios. The program also reduces grade repetition and the share of students who are over-age. Although the increase in students at participating schools does not directly equate to a reduction in the number of children out of school, it does demonstrate strong demand from families for the program, and a correspondingly strong supply response from the nonpublic sector
    Note: Haiti , Latin America & Caribbean , English , en_US
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 6
    AV-Medium
    AV-Medium
    10 minutes gone (2020)
    München : Tiberius Film
    Details
    UID:
    kobvindex_ZLB34376234
    Format: 1 DVD-Video (ca. 92 Minuten) , 1,85:1 (16:9)
    Content: Verbrecherboss Rex (Bruce Willis) beauftragt Frank (Michael Chiklis) und seine Crew, unschätzbar wertvolle Juwelen zu stehlen – aber der Job geht schief. Als Frank auf der Flucht ausgeknockt wird, sind die Juwelen weg – und sein Bruder brutal ermordet. Frank ist klar: Er muss den Verräter finden und den Mord seines Bruders rächen. Doch welche Rolle spielt Rex in dem perfiden Plan?
    Note: Untertitel: deutsch , Kanada/USA, 2019
    Language: German
    Keywords: Film ; Fiktionale Darstellung
    Author information: Willis, Bruce
    Library Location Call Number Volume/Issue/Year Availability
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    AV-Medium
    Berlin VÖBB/ZLB get availability status
  • 7
    Online Resource
    Online Resource
    Increasing Access by Waiving Tuition : Evidence from Haiti (2015)
    Washington, D.C., : The World Bank,
    Details
    UID:
    edoccha_9958246528302883
    Format: 1 online resource (25 pages)
    Series Statement: Policy research working papers.
    Content: Despite impressive gains in increasing access to school over the past 20 years, an estimated 57 million children worldwide do not go to school. Abolishing school fees has increased enrollment rates in several countries where enrollments were low and school fees were high. However, such policies may be less effective, or even have negative consequences, when supply-side responses are weak. This paper evaluates the school-level impacts of a tuition waiver program in Haiti, which provided public financing to nonpublic schools conditional on these schools not charging tuition. The paper concludes that a school's participation in the program results in having more students enrolled, more staff, and slightly higher student-teacher ratios. The program also reduces grade repetition and the share of students who are over-age. Although the increase in students at participating schools does not directly equate to a reduction in the number of children out of school, it does demonstrate strong demand from families for the program, and a correspondingly strong supply response from the nonpublic sector.
    Language: English
    DOI: 10.1596/1813-9450-7175
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    Charité
  • 8
    Online Resource
    Online Resource
    Increasing Access by Waiving Tuition : Evidence from Haiti (2015)
    Washington, D.C., : The World Bank,
    Details
    UID:
    edocfu_9958246528302883
    Format: 1 online resource (25 pages)
    Series Statement: Policy research working papers.
    Content: Despite impressive gains in increasing access to school over the past 20 years, an estimated 57 million children worldwide do not go to school. Abolishing school fees has increased enrollment rates in several countries where enrollments were low and school fees were high. However, such policies may be less effective, or even have negative consequences, when supply-side responses are weak. This paper evaluates the school-level impacts of a tuition waiver program in Haiti, which provided public financing to nonpublic schools conditional on these schools not charging tuition. The paper concludes that a school's participation in the program results in having more students enrolled, more staff, and slightly higher student-teacher ratios. The program also reduces grade repetition and the share of students who are over-age. Although the increase in students at participating schools does not directly equate to a reduction in the number of children out of school, it does demonstrate strong demand from families for the program, and a correspondingly strong supply response from the nonpublic sector.
    Language: English
    DOI: 10.1596/1813-9450-7175
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
  • 9
    Online Resource
    Online Resource
    Teaching with the Test (2019)
    Published by Oxford University Press on behalf of the World Bank
    Details
    UID:
    gbv_1892374757
    Format: 1 Online-Ressource
    Series Statement: The World Bank Economic Review
    Content: This article examines the impact of two strategies for using large-scale assessment results to improve school management and classroom instruction in the province of La Rioja, Argentina. In the study, 104 public primary schools were randomly assigned to three groups: a diagnostic-feedback group, in which standardized tests were administered at baseline and two follow-ups and results were made available to schools; a capacity-building group, in which workshops and school visits were conducted; and a control group, in which tests were administered at the second follow-up. After two years, diagnostic-feedback schools outperformed control schools by 0.33 standard deviations (σ) in mathematics and 0.36σ in reading. In fact, feedback schools still performed 0.26σ better in math and 0.22σ better in reading in the national assessment a year after the end of the intervention. Additionally, principals at feedback schools were more likely to use assessment results in making management decisions, and students were more likely to report that their teachers used more instructional strategies and to rate their teachers more favorably. Combining feedback with capacity building does not seem to yield additional improvements, but this could be due to schools assigned to receive both components starting from lower learning levels and participating in fewer workshops and visits than expected
    Note: en_US
    Language: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 10
    Online Resource
    Online Resource
    Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012 (2015)
    World Bank, Washington, DC
    Details
    UID:
    gbv_175965471X
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 7518
    Content: This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-à-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system’s ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina
    Note: Argentina , English , en_US
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
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