Many Children Left Behind? Textbooks and Test Scores in Kenya
在肯尼亚农村的随机实验发现，提供教科书并未提高平均考试成绩，仅对成绩最好的学生有帮助，因为教科书用英语编写而多数学生英语是第三语言，课程也偏向学业强的学生。
A randomized evaluation in rural Kenya finds, contrary to the previous literature, that providing textbooks did not raise average test scores. Textbooks did increase the scores of the best students (those with high pretest scores) but had little effect on other students. Textbooks are written in English, most students' third language, and many students could not use them effectively. More generally, the curriculum in Kenya, and in many other developing countries, tends to be oriented toward academically strong students, leaving many students behind in societies that combine a centralized educational system; the heterogeneity in student preparation associated with rapid educational expansion; and disproportionate elite power.