@article{angrist_learning_2023, title = {Learning {Curve}: {Progress} in the {Replication} {Crisis}}, volume = {113}, issn = {2574-0768, 2574-0776}, shorttitle = {Learning {Curve}}, url = {https://pubs.aeaweb.org/doi/10.1257/pandp.20231009}, doi = {10.1257/pandp.20231009}, abstract = {We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.}, language = {en}, urldate = {2023-10-09}, journal = {AEA Papers and Proceedings}, author = {Angrist, Noam and Cullen, Claire and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL}, pages = {482--488}, } @techreport{angrist_building_2023, address = {Cambridge, MA}, title = {Building {Resilient} {Education} {Systems}: {Evidence} from {Large}-{Scale} {Randomized} {Trials} in {Five} {Countries}}, shorttitle = {Building {Resilient} {Education} {Systems}}, url = {http://www.nber.org/papers/w31208.pdf}, language = {en}, number = {w31208}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Cullen, Claire and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, doi = {10.3386/w31208}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2405685:AFKK5JK7}, pages = {w31208}, } @article{angrist_experimental_2022, title = {Experimental evidence on learning using low-tech when school is out}, volume = {6}, issn = {2397-3374}, url = {https://www.nature.com/articles/s41562-022-01381-z}, doi = {10.1038/s41562-022-01381-z}, language = {en}, number = {7}, urldate = {2023-10-09}, journal = {Nature Human Behaviour}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = jun, year = {2022}, note = {KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 2405685:BBFICUKT}, pages = {941--950}, } @article{angrist_building_2021, title = {Building back better to avert a learning catastrophe: {Estimating} learning loss from {COVID}-19 school shutdowns in {Africa} and facilitating short-term and long-term learning recovery}, volume = {84}, issn = {0738-0593}, shorttitle = {Building back better to avert a learning catastrophe}, url = {https://www.sciencedirect.com/science/article/pii/S073805932100050X}, doi = {10.1016/j.ijedudev.2021.102397}, abstract = {We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.}, language = {en}, urldate = {2022-08-25}, journal = {International Journal of Educational Development}, author = {Angrist, Noam and de Barros, Andreas and Bhula, Radhika and Chakera, Shiraz and Cummiskey, Chris and DeStefano, Joseph and Floretta, John and Kaffenberger, Michelle and Piper, Benjamin and Stern, Jonathan}, month = jul, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102397 2339240:6FG39EY3 2339240:LB3VWRGN 2405685:7MUIIRXU}, keywords = {COVID-19, Education, Foundational skills, Learning loss, Recovery}, pages = {102397}, } @techreport{radhakrishnan_remote_2021, address = {Washington, DC}, type = {Brief}, title = {Remote {Learning}: {Evidence} from {Nepal} during {COVID}-19}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Remote {Learning}}, url = {https://openknowledge.worldbank.org/handle/10986/36031}, abstract = {This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale}, language = {English}, urldate = {2022-06-25}, institution = {World Bank}, author = {Radhakrishnan, Karthika and Sabarwal, Shwetlena and Sharma, Uttam and Cullen, Claire and Crossley, Colin and Letsomo, Thato and Angrist, Noam}, month = jul, year = {2021}, note = {Accepted: 2021-07-28T17:29:14Z KerkoCite.ItemAlsoKnownAs: 2339240:LFIQ9LIB 2405685:F89QL28Q}, keywords = {Coronavirus, Covid-19, Numeracy, Pandemic Impact, Remote Learning, School Closure}, } @techreport{angrist_schools_2020, type = {Working {Paper}}, title = {School’s {Out}: {Experimental} {Evidence} on {Limiting} {Learning} {Loss} {Using} “{Low}-{Tech}” in a {Pandemic}}, shorttitle = {School’s {Out}}, url = {https://www.nber.org/papers/w28205}, abstract = {Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.}, number = {28205}, urldate = {2022-01-11}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Bergman, Peter and Matsheng, Moitshepi}, month = dec, year = {2020}, doi = {10.3386/w28205}, note = {Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS}, keywords = {\_\_\_working\_potential\_duplicate}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @book{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450}, urldate = {2023-09-21}, publisher = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, doi = {10.1596/1813-9450-9450}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6}, keywords = {COST-BENEFIT ANALYSIS, EDUCATION OUTCOMES, GOVERNMENT POLICY, IMPACT EVALUATION, LEARNING LOSS, PUBLIC EXPENDITURE, SCHOOLING, YEARS OF SCHOOLING}, } @article{angrist_how_2020, series = {Policy {Research} {Working} {Papers}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} using the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, doi = {10.1596/1813-9450-9450}, language = {en}, urldate = {2022-04-07}, journal = {World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, month = oct, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA}, } @article{angrist_practical_2020, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, volume = {5}, issn = {2059-7908}, url = {https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf}, doi = {10.1136/bmjgh-2020-003030}, abstract = {School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.}, language = {en}, number = {7}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6}, keywords = {\_\_\_working\_potential\_duplicate, health economics, health services research, public health, ⛔ No DOI found}, pages = {16}, } @techreport{angrist_practical_2020, address = {Washington D.C.}, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, language = {en}, institution = {Center for Global Development}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK}, pages = {16}, } @article{filmer_learning-adjusted_2020, title = {Learning-adjusted years of schooling ({LAYS}): {Defining} a new macro measure of education}, issn = {0272-7757}, shorttitle = {Learning-adjusted years of schooling ({LAYS})}, url = {http://www.sciencedirect.com/science/article/pii/S0272775719300263}, doi = {10.1016/j.econedurev.2020.101971}, abstract = {The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.}, language = {en}, urldate = {2020-03-31}, journal = {Economics of Education Review}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, month = feb, year = {2020}, note = {shortDOI: 10/ggqkfm KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 10/ggqkfm 2339240:SYL58Y22 2405685:9SKUVUJ9}, keywords = {Education, Human capital, Learning, Returns to education, Schooling, Test Scores, \_\_\_working\_potential\_duplicate}, pages = {101971}, } @misc{angrist_limiting_2020, title = {Limiting {Learning} {Loss} using {Phone}-based {Programming} during {Covid}-19 in {Botswana}}, url = {https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana}, abstract = {Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.}, language = {en}, urldate = {2022-06-25}, journal = {The Abdul Latif Jameel Poverty Action Lab (J-PAL)}, author = {Angrist, Noam and Bergman, Peter and Brewstar, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ERXJR257 2405685:S6P3E5AS}, } @techreport{angrist_stemming_2020, title = {Stemming learning loss during the pandemic: {A} rapid randomized trial of a low-tech intervention in {Botswana}}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2021-11-18}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:2WJEWLAA 2405685:VDBNW37T}, } @article{angrist_stemming_2020, title = {Stemming {Learning} {Loss} {During} the {Pandemic}: {A} {Rapid} {Randomized} {Trial} of a {Low}-{Tech} {Intervention} in {Botswana}}, issn = {1556-5068}, shorttitle = {Stemming {Learning} {Loss} {During} the {Pandemic}}, url = {https://www.ssrn.com/abstract=3663098}, doi = {10.2139/ssrn.3663098}, abstract = {The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.}, language = {en}, urldate = {2020-08-12}, journal = {SSRN Electronic Journal}, author = {Angrist, Noam and Bergman, Peter and Brewster, Caton and Matsheng, Moitshepi}, year = {2020}, note = {shortDOI: 10/ghd7tq KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 10/ghd7tq 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:NQQA5HAW 2129771:ZAKRMJ4F 2339240:3KEMQZFY 2339240:8UQPKQ7W 2339240:A6GTDZPI 2339240:S9NW6UM3 2339240:TUIKVLFK 2339240:WELWFJX5 2405685:7YTYUC4P 2405685:CI9DR8FZ 2405685:FVE4BJUX 2405685:LH88EXET 2405685:RL286U4T 2405685:SE6BFJGL 2405685:XRR4DFUM}, keywords = {Education, Human Capital, Technology, \_COVID\_DEAA-List, \_\_C:filed:1, \_\_\_working\_potential\_duplicate}, } @techreport{angrist_how_2020, address = {Washington, DC}, type = {Working {Paper}}, title = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}? {A} {Comparison} of 150 {Interventions} {Using} the {New} {Learning}-{Adjusted} {Years} of {Schooling} {Metric}}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {How to {Improve} {Education} {Outcomes} {Most} {Efficiently}?}, url = {http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450}, abstract = {Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just \$100 per child—compared with zero years for other classes of interventions.}, language = {en}, number = {9450}, institution = {The World Bank}, author = {Angrist, Noam and Evans, David K. and Filmer, Deon and Glennerster, Rachel and Rogers, F. Halsey and Sabarwal, Shwetlena}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47}, keywords = {Cost-Benefit Analysis, Education Outcomes, Government Policy, Impact Evaluation, Learning Loss, Learning-Adjusted Years of Schooling, Public Expenditure, Years of Schooling, \_\_\_working\_potential\_duplicate, ⛔ No DOI found}, pages = {48}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, language = {en}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:M8UVBAGZ 2534379:B8KTQJNJ}, keywords = {⛔ No DOI found}, pages = {26}, } @techreport{carvalho_planning_2020, title = {Planning for {School} {Reopening} and {Recovery} {After} {COVID}-19: {An} {Evidence} {Kit} for {Policymakers}}, url = {https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf}, institution = {Center for Global Development}, author = {Carvalho, Shelby and Rossiter, Jack and Angrist, Noam and Hares, Susannah and Silverman, Rachel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:CJTHTYJL 2405685:U3VEH3WA}, } @techreport{filmer_learning-adjusted_2018, address = {Washington, DC}, type = {Policy {Research} {Working} {Paper};{No}. 8591}, title = {Learning-{Adjusted} {Years} of {Schooling} ({LAYS}): {Defining} {A} {New} {Macro} {Measure} of {Education}}, copyright = {© World Bank. https://openknowledge.worldbank.org/handle/10986/30464 License: CC BY 3.0 IGO.}, url = {http://hdl.handle.net/10986/30464}, language = {en}, institution = {World Bank}, author = {Filmer, Deon and Rogers, Halsey and Angrist, Noam and Sabarwal, Shwetlena}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8591 2339240:3A9F6FVB 2339240:KGVQPHCJ 2405685:59ERQXRR 2405685:GSG23QSA 2405685:TP9IZVSC 2447227:6BFXZ6TA 2561267:ELKQGNZN}, keywords = {\_B:important, \_\_\_working\_potential\_duplicate, \_final\_bib, \_important, \_s:DFID, ⛔ No DOI found, ❓ Multiple DOI}, pages = {61}, } @techreport{patrinos_global_2018, address = {Washington, D.C.}, type = {Policy {Research} working paper}, title = {Global {Dataset} on {Education} {Quality} : {A} {Review} and {Update} (2000-2017)}, shorttitle = {Global {Dataset} on {Education} {Quality}}, url = {https://documents.worldbank.org/en/publication/documents-reports/documentdetail/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017}, language = {en}, number = {WPS8592}, urldate = {2021-07-26}, institution = {World Bank Group}, author = {Patrinos, Harry Anthony and Angrist, Noam}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB5T4GSH 2405685:MCNGDVIH}, }