Abstract
For the past decade, researchers have documented the effects of textbooks on achievement in developing countries, but no research has explored the mechanisms that account for this contribution. This paper analyzes longitudinal data from a national sample of eighth-grade mathematics classrooms in Thailand and explores the effects of textbooks and other factors on student achievement gain. The results indicate that textbooks may affect achievement by substituting for additional postsecondary mathematics education of teachers and by delivering a more comprehensive curriculum.
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