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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.

Education

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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.

Determinants to learning --- Education --- Education for all --- Effective schools & teachers --- Pisa --- Primary education --- Quality --- Secondary education --- Tertiary education