David K. Evans, Fei Yuan, and Deon Filmer. 7/2022. “
Teacher pay in Africa: Evidence from 15 countries.” World Development , 155, 105893.
Publisher's VersionAbstractPay levels for public sector workers—and especially teachers—are a constant source of controversy. In many countries in Sub-Saharan Africa, protests and strikes suggest that pay is low, while comparisons to average national income per capita suggest that it is high. This study presents data on teacher earnings from 15 African countries. The results suggest that in several (seven) countries, teachers’ monthly earnings are lower than other formal sector workers with comparable levels of education and experience. However, in all of those countries, teachers report working significantly fewer hours than other workers, such that hourly earnings are significantly lower for teachers in only one country. The study documents non-pecuniary benefits (such as medical insurance or a pension) for teachers relative to other workers: of the 13 country surveys that report non-pecuniary benefits, teachers are more likely to receive at least one benefit than other workers in 11. Teachers who report fewer hours are no more likely to report holding a second job, although teachers overall are nearly two times more likely to hold a second job than other workers. The study documents other characteristics of the teacher labor force across countries—e.g., mostly male but less so than other workers, mostly employed by the public sector. The study also documents within-country variation across types of teacher contracts—e.g., teachers on fixed term contracts make about 70 percent of teachers on permanent contracts, with wide variation across countries. The large heterogeneity in teacher earnings premia is not easily explained by observed characteristics of the countries’ economies or education systems. Nonetheless, after taking hours and non-pecuniary benefits into account, we find no evidence that teachers are systematically underpaid in this sample of countries.
David K. Evans and Fei Yuan. 4/2022. “
How Big Are Effect Sizes in International Education Studies?” Educational Evaluation and Policy Analysis , 44, 3, Pp. 532-540.
Publisher's VersionAbstract
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
David K. Evans and Fei Yuan. 2/2022. “
What we learn about girls' education from interventions that don't focus on girls.” The World Bank Economic Review , 36, 1, Pp. 244-267.
Publisher's VersionAbstractWhat is the best way to improve access and learning outcomes for girls? This review brings together evidence from 267 educational interventions in 54 low- and middle-income countries – regardless of whether the interventions specifically target girls – and identifies their impacts on girls. To improve access and learning, general interventions deliver average gains for girls that are comparable to girl-targeted interventions. General interventions have similar impacts for girls as for boys. Taken together, these findings suggest that many educational gains for girls may be achieved through nontargeted programs. Many of the most effective interventions to improve access for girls relax household-level constraints (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to, or most pronounced for, girls.