Does funding targeted at improving the management of schools increase school performance over the long term?

Abstract

There is a large literature that links school expenditures to student outcomes. However much of this research focuses on general funding increases rather on the purposes to which additional expenditures are allocated. This research considers the effect of a policy in England that ran from 2003–2006 that provided additional funding to low performing schools specifically targeted at improving the middle and senior management capabilities of the school. Using a sharp regression discontinuity design, this study finds that the funding did increase school performance, suggesting that targeted, time limited funding to improve school management can increase school performance over the longer term. The analysis also shows that it took 4 years from the start of the programme for these positive effects to arise (one year after the funding ended). Thus underlining the importance of allowing school improvement programmes sufficient time to demonstrate effectiveness.