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![Page 1: Education for Accountability Workshop, June 22 nd, 2009 Overview of the Evidence: Interventions in Information for Accountability Deon Filmer Lead Economist,](https://reader036.fdocuments.net/reader036/viewer/2022072014/56649e795503460f94b7958a/html5/thumbnails/1.jpg)
Education for Accountability Workshop, June 22nd, 2009
Overview of the Evidence: Interventions in Information for Accountability
Deon FilmerLead Economist, DECRG
![Page 2: Education for Accountability Workshop, June 22 nd, 2009 Overview of the Evidence: Interventions in Information for Accountability Deon Filmer Lead Economist,](https://reader036.fdocuments.net/reader036/viewer/2022072014/56649e795503460f94b7958a/html5/thumbnails/2.jpg)
Education for Accountability Workshop, June 22nd, 2009
Evidence: Information for Accountability (1)
Country
Authors Intervention Methodology
Findings
CHILE Mizalal et al 2007
Test-based school rankings published in newspapers & based on index of student test scores + student socio-economic characteristics. (primary & sec. schools) (SIMCE)
Multivariate Regression Analysis
Rural school enrolling poorer students have higher probability of receiving a low score, thus SIMCE scores do not control for student socio-economic background.
CHILE Mizalal & Urquiola 2007
Test-based school rankings published in newspapers & MoE website; based on index of student test scores, socio-economic characteristics, basic school data, inter-cohort test score gain measures. Schools ranked w/in pre-determined homogenous gps. (primary & sec. schools) (SNED) (1996-present)
Regression Discontinuity
No effect on 1st or 9th grade enrolment; No effect on school tuition
CHILE Contreras et al 2002
SNED school rankings (as above)
Multivariate Regression Analysis
Increased student performance in winning schools
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Education for Accountability Workshop, June 22nd, 2009
Evidence: Information for Accountability (2)
Country
Authors Intervention Methodology
Findings
United States
Carnoy , Loeb 2002; Hanushek & Ramond 2003; Loveless 2005; Chicago: Jacob 2005; Florida: Charkrabarti 2006; Figlio & Rouse 2006; Rouse et al 2007; West & Peterson 2006; Kentucky: Clark 2003; Texas: Haney 2000 & 2002
Federal government legislated test-based school rankings along with school and aggregate (district or state) level report cards. Rankings made publically available in media (varies by state). (No Child Left Behind Act)
Multivariate regression analysis; cross-state comparisons; panel data –based comparisons
Increased public awareness of relative school performance; Increased gaming & other unintended consequences (cheating, teaching to the test, student exclusions); Ambiguous results on student outcomes.
United Kingdom
Bradley et al 2000; Burgess et al 2005; Goldstein 2001; Tymms and Fitz-Gibbon 2001
Government publishes school performance on national exams (passage rates) and ranks schools accordingly (rankings appear in newspapers).
Multivariate regression analysis exploiting different identification strategies
Improvement in school performance (raw test scores) but unclear identification – not possible to attribute effects to accountability reform; Creation of perverse incentives (student exclusions, cheating etc.); Lower performance of low ability students
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Education for Accountability Workshop, June 22nd, 2009
Evidence: Information for Accountability (3)
Country
Authors
Intervention Methodology
Findings
UGANDA
Reinnikka Svensson 2005 & 2006; Bjorkman 2006
Participatory Tracking Expenditure: Published amounts & dates of per capita grants to district education officers/ primary schools in local & national newspapers.
Difference in Difference/ Instrumental Variables
A school close to a newspaper outlet suffered 25 percentage points less from capture as compared to a school 1 SD (~ 30 km) further away from a newspaper outlet; 1 SD reduction in distance (30 km) led to a 0.09 SD increase in ave. test scores; Increase in enrolment in schools where expenditure shares increased.
LIBERIA
forthcoming
Administration of Early Grade Reading Assessment & results disseminated > school community.
Randomized Trial
forthcoming
BENIN forthcoming
Impact of school based management trainings w/ and w/o village radio campaigns (broadcasts concerning school performance & progress)
Randomized Trial
forthcoming
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Education for Accountability Workshop, June 22nd, 2009
Evidence: Information for Accountability (4)
Country Authors
Intervention Methodology
Findings
INDIA Khemani, Banerjee et al 2008.
Neighborhood school report cards (including student literacy/ numeracy rates and student enrolment rates) were generated & discussed at village meetings.
Randomized trial
No effect on student enrolment, teacher effort or student learning; No impact on parent activism/ VEC activities
INDIA Pandey, Goyal, Sundararaman 2008
Information campaigns (re: roles and responsibilities of school community in school management) conducted in village meetings.
Randomized trial
Increase (14-27%) in reading scores in 2 of 3 states (in 1 of 3 grade levels); Increase in writing (15%) & math scores (27%) in 2 different grade levels in 3rd state.
PAKISTAN
Das, Andrabi, Khwaja 2009
Provision of report cards with child information and information on all schools in village at a meeting in every school (for 2 years)
Randomized trial
Average test-scores (in govt’ schools) increased by 0.10 std dev; Little increase in switching; Decrease private school fees by 21%
TODAY***
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Education for Accountability Workshop, June 22nd, 2009
Overview of the Evidence: Interventions in School-
Based Management
Harry PatrinosLead Education Economist,
HDNED
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Education for Accountability Workshop, June 22nd, 2009
Evidence: School-Based
Management (1) Country Authors Intervention Methodolog
yFindings
MEXICO Murnane et al 2006
Schools given resources for implementing a school plan in consultation with parents (funding goes to both infrastructure & teaching resources). PEC (Quality School Program)
Difference in Difference (w/ systematic check of equal trends bt. treatment & control groups
Positive impact on dropout rates; No effect on repetition
MEXICO Skoufias & Shapiro 2006
Schools given resources for implementing a school plan in consultation with parents (funding goes to both infrastructure & teaching resources). PEC (Quality School Program)
Matching estimation w/ DD (one year pre-intervention trend
Positive impact on dropout, failure, and repetition rates
MEXICO Lopez-Calva & Espinosa 2006
Parents associations given small amounts of money for civil works and infrastructure. AGES (Support for School Management)
Matching, cross section
Positive impact on test scores
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Education for Accountability Workshop, June 22nd, 2009
Country Authors
Intervention Methodology
Findings
NICARAGUA
King & Ozler 1998
Gov’t establishment of consultative school councils (1991); Councils transformed into monitoring boards w/ wide scope of autonomous decisions (teachers vote to enter program) (1993). (ASP)
Matching, panel data
De jure autonomy yielded no impact. Real autonomy (to hire and fire teachers) yielded a positive impact on test scores
NICARAGUA
Parker 2005
Gov’t establishment of consultative school councils (1991); Councils transformed into monitoring boards w/ wide scope of autonomous decisions (teachers vote to enter program) (1993). (ASP)
Matching, panel data
Positive impact on test scores
BRAZIL Paes de Barros & Mendonca 1998
Direct transfer of funds to schools, election of principals, and creation of local school councils (gov’t decentralization)
Difference-in-difference , no pre-intervention trends
Positive impact on repetition and dropout rates; No impact on test scores
Evidence: School-Based
Management (2)
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Education for Accountability Workshop, June 22nd, 2009
Country Authors Intervention Methodology Findings
EL SALVADOR
Jimenez & Sawada 1999 & 2003
Community associations are responsible for administering funds, hiring/firing teachers, and monitoring and maintaining infrastructure (EDUCO)
Heckman correction model; exclusion restriction: gov’t prioritizing targeting formula
Increases reading scores & decreases absenteeism (1999); Increases retention (2003).
HONDURAS
Di Gropello & Marshall 2005
School councils have autonomy over hiring and firing teachers, monitoring attendance, managing funds, & maintaining infrastructure (PROHECO)
Heckman correction model; exclusion restriction: presence of potable water & community services
No effect on test scores;Small changes in dropout rates
SEVERAL COUNTRIES
King, Orazem, & Gunnarsson 2003 & 2004
School-based management interventions across several countries, spanning several years
IVs: prinicipal’s attributes & legal structure
No effect on test scores (2003 & 2004); Positive impact on parental participation (2004)
Evidence: School-Based Management (3)
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Education for Accountability Workshop, June 22nd, 2009
Country Authors
Intervention Methodology
Findings
NEPAL Chaud-huryforthcoming
Communities express desire to take over management of schools (receive 1-time incentive grant); Both gov’t (control) and community-managed schools experiment with school report cards.
Randomized trial
forthcoming
PAKISTAN Das et al.More forthcoming
School councils constituted following certain rules; NGO hired to manage school together w/ school council; Each SC received $4000.
Randomized trial (but not upheld); used intention to treat.
Thus far, no change in enrollment or teacher absenteeismMore forthcoming
MADAGASCAR
Nguyen, Lassibille 2008More forthcoming
Training of all key actors in education sector on their respective roles & responsibilities; Equipping key actors w/ management manual; Increasing information flow through use of report cards (at school & other administrative levels)
Randomized trial
Increased student attendance by 4.3% percentage pts; Increase of 0.1 std. dev in test scores (but only in schools where school-level actors trained); Improved provider behavior (when intervention @ school-level)
Evidence: School-Based Management (4)
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Education for Accountability Workshop, June 22nd, 2009
Country
Authors Intervention Methodology
Findings
KENYA Vermeersch forthcoming
Training of school committees to monitor teachers on teacher performance and committee-based hiring of teachers (versus headmaster hiring of new teachers)
Randomized trial
forthcoming
MEXICO
Gertler, Patrinos, Rubio-Codina2006 & forthcoming
Parental empowerment program trains school administrators, teachers and parents to engage in joint strategic planning about how to improve their schools; school committees entrusted with monetary resources also.
Quasi-experimental – Panel Data & DID
Reduction (by 4-5%) in grade repetition and failure rates; More forthcoming
TODAY***Evidence: School-Based
Management (5)