Publication
Jan 2011
This paper examines the association between school decentralization and student achievement in the context of rural Pakistan. The author finds that devolved decision-making is associated with lower scores in Mathematics. She also finds that student achievement is better explained by traditional inputs, implying that focusing on the latter may be a stronger policy to address poor learning outcomes in the country.
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English (PDF, 44 pages, 711 KB) |
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Author | Anila Channa |
Series | LSE International Development Working Papers |
Issue | 115 |
Publisher | LSE Department of International Development (ID) |
Copyright | © 2011 LSE |