Opportunity to Learn: A High Impact Strategy for Improving Educational Outcomes in Developing Countries. Working Paper.

Introduction In the 16 years since the first Education for All conference at Jomtien, national governments and international donors have invested billions of dollars in programs and reforms designed to improve access to quality education, with a focus on basic education. These education programs have implemented activities designed to address many of the common obstacles to education: school construction, teacher training, curriculum reform, materials production, community participation, girls’ education, decentralization, and many other macro strategies for improving access, equity, and quality of education.

[1]  K. Hill,et al.  Test anxiety and off-task behavior in evaluative situations. , 1977, Child development.

[2]  Thomas L. Good,et al.  Time on Task: A Naturalistic Study in Sixth-Grade Classrooms , 1978, The Elementary School Journal.

[3]  S. Farrell J. Sepulveda-Stuardo M. Heyneman,et al.  Textbooks and achievement : what we know , 1978 .

[4]  Jane A. Stallings.  Allocated Academic Learning Time Revisited, or Beyond Time on Task , 1980 .

[5]  Benjamin S. Bloom,et al.  All Our Children Learning , 1982 .

[6]  M. D. Wyne,et al.  Time and Learning: Implications for the Classroom Teacher , 1982, The Elementary School Journal.

[7]  Michael W Crossley,et al.  Textbook provision and the quality of the school curriculum in developing countries , 1994 .

[8]  F. Mosteller.  The Tennessee study of class size in the early school grades. , 1995, The Future of children.

[9]  M. Norton.  Teacher Absenteeism: A Growing Dilemma in Education. , 1998 .

[10]  A. Case,et al.  School quality and educational outcomes in South Africa , 1998 .

[11]  Jeffery H. Marshall,et al.  School Attendance and Student Achievement: Evidence from Rural Honduras , 1999, Economic Development and Cultural Change.

[12]  Elizabeth King,et al.  What's Decentralization Got To Do With Learning? Endogenous School Quality and Student Performance i , 2000 .

[13]  M. Urquiola.  Identifying Class Size Effects in Developing Countries: Evidence from Rural Schools in Bolivia , 2001 .

[14]  Oshua,et al.  USING MAIMONIDES’ RULE TO ESTIMATE THE EFFECT OF CLASS SIZE ON SCHOLASTIC ACHIEVEMENT* , 2003 .

[15]  A. Benavot.  A Global study of intended instructional time and official school curricula, 1980-2000. Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative , 2004 .

[16]  H. Abadzi,et al.  Monitoring Basic Skills Acquisition through Rapid Learning Assessments: A Case Study From Peru , 2005 .

[17]  Karthik Muralidharan,et al.  Missing in action: teacher and health worker absence in developing countries. , 2006, The journal of economic perspectives : a journal of the American Economic Association.

[18]  ETHIOPIA PILOT STUDY OF TEACHER PROFESSIONAL DEVELOPMENT QUALITY IN EDUCATION , TEACHING , AND LEARNING : PERCEPTIONS AND PRACTICE , 2006 .

[19]  I. Kuziemko,et al.  Using shocks to school enrollment to estimate the effect of school size on student achievement , 2006 .

[20]  Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes , 2006 .

[21]  J. Krieg.  Teacher quality and attrition , 2006 .

[22]  H. Abadzi.  Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience , 2006 .

[23]  J. Wilkinson.  What's all the fuss about? , 2006, BMJ : British Medical Journal.

[24]  The Unequal Opportunity to Learn in California's Schools: Crafting Standards to Track Quality. Working Paper 07-2. , 2007 .

[25]  J. Quijada,et al.  An analysis of USAID assistance to basic education in the developing world, 1990–2005 , 2009 .