Lee and Barro [18] | Ten countries of the Middle East/North Africa, 23 countries of Sub-Saharan Africa, 23 countries of Latin America/Caribbean, 10 countries of East Asia/Pacific, 7 countries of South Asia, 23 OECD countries, 9 countries that formerly and centrally planned economics | OLS | Pupil-teacher ratio has a significant negative effect on scores in math, science, and language. |
Average treatment of teachers has a significant positive effect on test scores. | |||
Ordinary expenditure of education per student is insignificant. | |||
McMahon [19] | World and regional (Africa, Latin America, Asia, and OECD) | OLS | Ordinary public expenditure on primary education in percent of GNP has a significant positive effect on gross enrollment rates of boys and girls in primary school Grade 5 and the completion rate for boys and girls. |
Ordinary public expenditure per elementary student has a significant negative effect. | |||
Gupta et al. [20] | Sub-Saharan Africa, Asia Latin America, Caribbean transition countries | OLS and two-stage squares (2SLS) | Education spending on primary and secondary education (as a percent of total education expenditure) has a significant positive effect on the gross enrollment rates in primary and secondary education, retention in 4th year of studies. |
Education expenditure (in percent of GDP) has a positive and significant effect only on the secondary school enrollment rate; Effects on the other two variables are not significant. | |||
Schultz [21] | Ghana, Côte d’Ivoire, Kenya and South Africa, Nigeria, and Burkina Faso | OLS | Remuneration of public teachers (in percent of GNP per active-age adult) has a negative effect. |
Colclough and Lewin [22] | China, Sri Lanka, Zimbabwe, Colombia, Ghana, and Senegal | OLS | Ordinary public expenditures on primary education (in percent of GNP) have an insignificant effect. |
Ordinary public expenditures per elementary student (in percent of GDP per capita) have a negative effect. |