The evaluation of numerous school reforms requires an understanding of the value of better schools. Given the difficulty of calculating the relationship between school quality and student outcomes, I turn to another method and use house prices to infer the value parents place on school quality. I

To comprehend the results of a randomized, controlled trial (RCT), readers must understand its design, conduct, analysis, and interpretation. That goal can be achieved only through complete transparency from authors. Despite several decades of educational efforts, the reporting of RCTs needs

This is a field report of a three-week experience in Japan, centered on art education in their cultural and social contexts. Beginning with this overarching focus, the themes and patterns that structure this report were emergent, rising from the experience. Those supporting themes are: being

The views expressed in this document are those of the Improving Educational Quality Project and do not

doi:10.15171/rdme.2015.002

This paper measures the role of quality-adjusted years of schooling in accounting for cross-country output per worker differences. While data on years of schooling are readily available, data on education quality are not. I use the returns to schooling of foreign-educated immigrants in the United

on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population – rather than mere school attainment – are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance

Teacher quality is widely believed to be important for education, despite little ev-idence that teachers ’ credentials matter for student achievement. To accurately measure variation in achievement due to teachers ’ characteristics–both observ-able and unobservable–it is essential to identify

A cross-national assessment of students’ literacy and numeracy in Africa The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) carries out large-scale cross-national research studies in member countries in the Southern and Eastern Africa region (see Figure 1

the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK