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![Page 1: Harry Anthony Patrinos Sector Manager World Bank School-Based Management: Lessons from around the World December 2012.](https://reader031.fdocuments.net/reader031/viewer/2022032707/56649e105503460f94afb78f/html5/thumbnails/1.jpg)
Harry Anthony PatrinosSector Manager
World Bank
School-Based Management:
Lessons from around the World
December 2012
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Main Messages
• Improved school management leads to better schooling outcomes:– Implies better use of resources (inputs) to
produce better results (outputs)
• Experience shows parental participation, bonus pay, information can help improve learning outcomes
• Need to evaluate to find successful approaches
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• First, an introduction to cost-benefit analysis
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Education
• A fundamental right• Contributes to development – economic
and social• Leads to technological advance• Makes citizens happier and more
productive
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More Schooling, More Earning
- -
++++++-
Earnings
More educated
Age
Less educated
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Private Benefits are Clear
Undisputable
Universal, global
Explaining behavior
Analyzing distribution effects But not sufficient for funding policies
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Benefits to Society Important for Policy
Narrow social returns
Wider social returns
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Add the wider social benefits(High school completion vs. dropping out)
$192 billion extra income and tax
$58 billion health cost savings
$1.4 billion/year in reduced crime costs
9.2 years longer life expectancy
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Preschool benefits Less grade repetition High school graduation Better employment chances Higher earnings More taxes Less crime Less dependence on public assistance Lower health costs More equity
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Preschool benefit-cost ratios
Perry Preschool—Benefit to cost ratio = 8
Chicago Child-Parent—Benefit to cost ratio = 7
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Measured by outcome (learning), not input (spending)
A 1% increase in the adult literacy skill raises productivity by 2.5% in OECD countries
An increase in test scores associated with a higher national economic growth rate
An increase in test scores leads to higher individual earnings
Consider quality
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A grand summary
Preschool
Ret
urn
s
10%
Age
School
Job training
6 25
Based on Heckman, 2005
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Policy implications
Do not fund by inertia
Give priority to funding human capital
Fund quality improvements
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But how to use resources more effectively?
• That is, how to spend in a way that improves learning by students
• Follows are examples from school management literature, based on rigorous impact evaluations from around the world
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The Issue
• School effectiveness varies• Some schools perform very well; others do
not• Why? How do we know? What can we
do?
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How do we turn this teacher…
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… into this teacher?
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Improving Education Quality
Poor Adequate Good Great
Drops out Complaints Stays Succeeds
Education Quality
Student Response
Source: McKinsey & Co.
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Good to Great through School Management
Poor to adequate Adequate to good Good to great
– Incentives– Outcomes– Compensate– Infrastructure– Textbooks– Parental oversight
– Transparency– Decentralizing finance– Parental participation
– Teachers and Principals selection– Professional development– School-based Decision-making– Innovation– Sharing innovation
Source: Adapted from McKinsey and Company (2011); and SABER East Asia
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Improved School Management leads to Better Outcomes
Improved school management means more efficient schools; more autonomy; more accountability
Change the environment in which decisions about resource allocation get made
Effective school-level decision making by school-level agents
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Improving Accountability
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Empower parents and hold providers accountable
School Based Management
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Main Decision-making Activities
• Budgeting, salaries• Hiring & firing• Curriculum• Infrastructure
• School calendar• Monitoring• School grants• Dissemination
At school level
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School Management Policies to Consider
1. Budget planning and approval2. Personnel management3. Parental participation at school4. Assessment of school & student performance5. School accountability
System Level
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How School-Based Management Can Improve Outcomes
Those at local level have better information on:
School personnel
Spending
Changes in educational process
Resource mobilization
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Example: Teacher Bonus Pay based on Student Learning, India
• Do learning-based teacher bonuses improve student learning?
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Teacher Incentives Experiment: Context & Rationale
• Context: poor service delivery quality and learning outcomes
• Opportunity: government willing to experiment with innovative potential solutions
• Theory of change: Teachers motivated to work harder and focus on student learning results
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Teacher Incentive Design: Comparing Alternatives
INCENTIVES
(Conditional on Improvement in Student Learning)
INPUTS (Unconditional)
NONE GROUP BONUS
INDIVIDUAL BONUS
NONECONTROL
(100 Schools)100 Schools 100 Schools
EXTRA CONTRACT TEACHER
100 Schools
EXTRA BLOCK GRANT
100 Schools
- Bonus formula - Rs. 500 bonus ($9) for every 1% point improvement in average scores- Calibrated to be around 3% of annual pay (and equal to input treatments)
Source Muralidharan, K. and V. Sundararaman. 2009. “Teacher Performance Pay: Experimental Evidence from India.” National Bureau of Economic Research Working Paper No. 15323. Cambridge, MA.
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Summary of Results
• Incentive schools performed significantly better, by almost 1 year of learning
• Higher levels of teaching activity among teachers at school
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Example: Information for Accountability through Report
Cards, Pakistan
• Does providing information on student and school performance to parents improve student learning?
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Information for Accountability: Report Cards
• Context: poor and varied learning results, in an active education market
• Intervention: provide report cards to parents giving information on child’s and school’s performance
• Theory of change: competitive pressure from informed parents can lead to improved quality and/or reduced tuitions in private schools
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Report Card DesignChild information Village Schools Information
Three subjects (Math; Urdu; English)- Child score and quintile- Child’s School score and quintile- Child’s village score and quintileQuintile described as “needing a lot of work” to “very good”
For all Primary schools in villages:- School name- Number of tested children- School scores and quintiles in all 3 subjects
Source: Andrabi, Das, and Khwaja, “Report Cards: The Impact of Providing School and Child Test-scores on Educational Markets” (2009).
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Summary of Results
• Initially low-quality private schools:– Increase in learning outcomes, by half a year
learning
• Initially high-quality private schools:– Decrease in school fees (by 21 percent)
• Public schools:– Increase in learning outcomes
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How School-Based Management Can Improve Outcomes?
More involvement by parents implies accountability by:
Direct involvement of parents in school
Links between parental involvement and decisions
Changes in accounting
Changes in school climate
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An Example from Mexico:Parental Participation
• Financial support to Parents Associations – $600 a year– Cannot spend money on teacher compensation or hire
new teachers; cannot design curriculum– Mostly spent on infrastructure– School improvement plan designed by parents– Revised annually
• Parents trained– Management of the funds– Participatory skills– Information on measuring student achievements – Ways parents can help improve learning
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Impact: Reduced Repetition & Failure
.07
.08
.09
.1.1
1Fa
ilure
Rat
e
1995 1996 1997 1998 1999 2000 2001Year
AGEs Treatment AGEs Control
AGEs vs. Non-AGEs SchoolsFigure 2: Failure Rate Trends
.075
.08
.085
.09
.095
Rep
etiti
on R
ate
1995 1996 1997 1998 1999 2000 2001Year
AGEs Treatment AGEs Control
AGEs vs. Non-AGEs SchoolsFigure 3: Repetition Rate Trends
Source: Gertler, Patrinos and Rubio 2011
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Increased Parental Participation –Most Important Change
The most important change induced by increased parental participation
30
40
30
0
5
10
15
20
25
30
35
40
45
Better interactin with teachers More interested in the school More interested in children's academicprogress
Source: Gertler, Patrinos and Rubio 2011
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Experiment
Source: Gertler, Patrinos and Rodriguez 2012
Double-grant Group Schools provided with double the resources
Single grant Group Schools participating in the program
Training only Group Schools not participating in the program are provided the training that AGE schools usually receive, but no cash subsidy
Control Group Not involved in program, no subsidy, no training
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Impact 1: Double Grant –Some Impact
2007 2008 2009 2010800
850
900
950
1000
1050
Total Score (Spanish & Math)
AGE Double AGE
EN
LA
CE
Source: Gertler, Patrinos and Rodriguez 2012
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Impact 2: Train Parents Only –A Lot More Impact
2007 2008 2009 2010800
850
900
950
1000
1050
Total Score (Spanish & Math)
Training Control Pure Control
EN
LA
CE
Source: Gertler, Patrinos and Rodriguez 2012
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Summary• Doubling cash grant to parents improves
learning for young children by 20%• But training parents improves
outcomes, even after 1 year implementation, more than impact of doubling grant, over one year of learning
Source: Gertler, Patrinos and Rodriguez 2012
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Comparative Costs(per student)
$6
$7
$160
$240
$500
$828
$1,276
Student assessment
AGEs
Annual school building cost
Contract teacher & salary increase
Computers (10 students)
Primary
Secondary
Parental participation & grant
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Autonomy & Accountability
Autonomy: from grants to budgets
Autonomy: from oversight to hiring
Participation: from passive to active parents
Assessment: information, testing, dissemination, use
Accountability: rules/responsibilities, consequences
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One key factor: Time to Impact
Source: Borman et al (2003), based on 232 studies
Evidence from USA
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Bottom lineSchool-based management…
• Can improve school performance• Inexpensive and cost-effective• But models with low levels of autonomy &
limited accountability not likely to produce large gains
• Design matters
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Bottom lineUse inputs wisely
Trial different approaches, keeping track of progress, comparing before/after, and with/without
Above all, evaluate rigorously, before generalizing
Then expand cost-effective programs
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Thank you!
谢谢 !