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The Permanent Input Hypothesis: The Case of Textbooks and (No) Student Learning in Sierra Leone

Shwetlena Sabarwal

Shwetlena Sabarwal

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and

David K. Evans, Anastasia Marshak

David K. Evans, Anastasia Marshak

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World Bank Group, 2014

Policy report

2

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...A textbook provision program in Sierra Leone demonstrates how volatility in the flow of government-provided learning inputs to schools can induce storage of these inputs by school administrators to smooth future consumption. This process...

Better Than Most: Teacher Beliefs about Effort and Ability in Uganda

Shwetlena Sabarwal

,

Shwetlena Sabarwal

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Kanishka Kacker

Kanishka Kacker

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and

James Habyarimana

James Habyarimana

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World Bank Group, 2018

Policy report

2

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...Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about...

Impact of Public-Private Partnerships on Private School Performance: Evidence from a Randomized Controlled Trial in Uganda

Felipe Barrera-Osorio

,

Felipe Barrera-Osorio

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Pierre de Galbert

,

Pierre de Galbert

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James Habyarimana

James Habyarimana

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and

Shwetlena Sabarwal

Shwetlena Sabarwal

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World Bank Group, 2016

Policy report

2

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...This paper estimates the short-term, partial-equilibrium impacts of a public-private partnership program for low-cost private secondary schools in Uganda. The public- private partnership program is part of a broader strategy to absorb large...