School Resource and Performance Inequality: Evidence from the Philippines

16 Pages Posted: 20 Apr 2016

See all articles by Futoshi Yamauchi

Futoshi Yamauchi

A member of the CGIAR Consortium - International Food Policy Research Institute (IFPRI)

Suhas Parandekar

World Bank

Date Written: January 1, 2014

Abstract

This paper examines inequality patterns of school and teacher resources as well as student performance in the Philippines. School and teacher resources, measured by pupil classroom and teacher ratios and per-pupil teacher salary, became more unequal over time. Strikingly, a large portion of the variation is attributed to their within-division distributions, especially the non-city areas in each province (rural schools), where pupil classroom and teacher ratios have significantly positive returns in terms of student test scores. Concavity built into the education production function implies that reallocation of teachers and classrooms within a division can potentially increase average test scores. The estimates also imply that it is optimal to deploy young, inexperienced teachers to rural schools and reassign them to urban schools when the teachers are more experienced.

Keywords: Tertiary Education, Education For All, Primary Education, Teaching and Learning, Secondary Education

Suggested Citation

Yamauchi, Futoshi and Parandekar, Suhas, School Resource and Performance Inequality: Evidence from the Philippines (January 1, 2014). World Bank Policy Research Working Paper No. 6748, Available at SSRN: https://ssrn.com/abstract=2380394

Futoshi Yamauchi (Contact Author)

A member of the CGIAR Consortium - International Food Policy Research Institute (IFPRI) ( email )

1201 Eye St, NW,
Washington, DC 20005
United States

Suhas Parandekar

World Bank ( email )

1818 H Street, NW
Washington, DC 20433
United States

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