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EDUCATION STAFF DEVELOPMENT PROGRAM – Global 1
EDUCATION STAFF DEVELOPMENT PROGRAM
School Autonomy and Accountability
Harry Anthony Patrinos The World Bank November 2014
EDUCATION STAFF DEVELOPMENT PROGRAM – Global 2
Improving education quality
Poor Adequate Good Great
Drops out Complains Stays Succeeds
Education Quality
Student Response Source: McKinsey & Co.
EDUCATION STAFF DEVELOPMENT PROGRAM – Global 3
Improved school management leads to better outcomes
Improved school management = more efficient schools | more autonomy, more accountability
Change environment in which decisions about resource allocation made
Effective school-level decision making by school-level agents
Empower parents and hold providers accountable
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Main decision-making activities School level
Budgeting, salaries Hiring & firing Curriculum Infrastructure
School calendar Monitoring School grants Dissemination
EDUCATION STAFF DEVELOPMENT PROGRAM – Global 5
School management policies System level
1. Budget planning and approval 2. Personnel management 3. Parental participation at school 4. Assessment of school & student performance 5. School accountability
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Key terms
School Autonomy
School Accountability
School-based Management
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Types of school-based management
Source: Barrera-Osorio et al. (2009)
Administrative Control
Professional Control
Community Control
Balanced Control
Accountability framework
Source: World Bank (2003)
Politicians Policy makers
The state
Citizens/clients Providers Organizations Frontline Poor Non-poor
Services
Com
pact
Voic
e
Long route of accountability
Short route
Client Power
8
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The 3 A’s
Teacher Quality
EMIS
School Council Autonomy
Local decision making based on evidence
Accountability Responsibility for school & student
performance
Assessment Measuring school &
student performance
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Closed system
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Improving outcomes
Those at local level have better information on:
School personnel
Spending
Changes in process
Resource mobilization
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Improving outcomes
More involvement by parents implies accountability by:
Direct involvement
Decisions
Changes in accounting
Changes in school climate
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Good to great through school management
Poor to adequate Adequate to good Good to great
• Incentives • Outcome targets • Compensate • School infrastructure • Materials • Parental oversight
• Transparency • Decentralize • Parental
participation
• Teachers • Train, Coach, • School decisions • Fund innovation • Sharing innovation
Source: Adapted from McKinsey and Company (2011); and SABER East Asia
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Issues to consider Personnel management
• Are teacher salaries managed as incentives? • Are best candidates identified & selected? • Are teachers accountable to parents? • Are parents able to influence school budget? • Are parents getting useful information?
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Evidence
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Key factor | Time to impact Evidence from USA
Source: Borman et al (2003), based on 232 studies
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Examples
• School grants • School-based management • Community schools • Autonomous schools • Charters • UK Academies
School grants Infrastructure Curriculum School improvement Participation Budgeting Salaries Hiring
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EDUCO, El Salvador
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Grant Maintained Schools, England
Clark, D. “The Performance and Competitive Effects of School Autonomy.” Journal of Political Economy 117(4): 745-783, 2009
Evidence | Summary Country Intervention Findings NEPAL Communities express desire to
take on management of schools (receive incentive grant)
- Reduction in out of school children, repetition - increased progression - equity (disadvantaged caste perform better)
MEXICO Parents given resources for implementing school plan
- Positive impact on dropout rates - No effect on repetition - Positive impact on test scores
KENYA Training school committees to monitor teacher performance & committee-based hiring of teachers
-Higher student test scores - lower teacher absenteeism - small change in student dropout
INDONESIA School-based management - Positive effect on learning outcomes - increased scores in language 0.51
standard deviations; math by 0.46
Experiment al and quasi-experimental designs
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Parental Participation An example from Mexico
Financial Support to Parents
Parents Trained
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Impact | Reduced repetition & failure .0
7.0
8.0
9.1
.11
Fa
ilure
Rate
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
Re
pe
titio
n 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 2012
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Most important change Increased parental participation
Better interaction with teachers
Most interested in the school
More interested in children’s academic progress
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Experiment
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
Source: Gertler, Patrinos and Rodriguez 2012
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Impact 1 | Double grant – Some impact
800
850
900
950
1000
1050
2007 2008 2009 2010
ENLA
CE
Total Score (Spanish & Math)
AGE Double AGE
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Impact 2 | Train parents only – A lot more impact
800
850
900
950
1000
1050
2007 2008 2009 2010
ENLA
CE
Total Score (Spanish & Math)
Training Control Pure Control
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Summary
Doubling cash grant to parents improves learning for young children by 0.2 standard deviations
But training parents improves outcomes, even after 1 year, 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…
Computers (10 students)
Primary
Secondary
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SABER SAA Policy Goals for SAA
1. Level of autonomy in planning & management of school budget
2. Level of autonomy in personnel management
3. Role of school council in school governance
4. School and student assessment
5. Accountability
