Abstract
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
Highlights
There is a widespread “learning crisis” in developing countries where, despite substantial increases in school enrollment and average years of schooling, student learning remains very low (World Bank, 2018)
Ratings are available for 1643 schools (∼93%) out of 1776 elementary schools assigned to treatment, indicating widespread implementation
This paper evaluates a comprehensive and ambitious program to improve school management in the public sector in multiple implementations at increasing orders of scale over a four-year period
Summary
There is a widespread “learning crisis” in developing countries where, despite substantial increases in school enrollment and average years of schooling, student learning remains very low (World Bank, 2018). One leading candidate explanation is the poor quality of school management and governance, exemplified for instance by high rates of teacher absence (Chaudhury et al, 2006). Governments around the world are increasingly recognizing the importance of this issue, and implementing reforms to improve school governance and management. Such reforms are ubiquitous, and data from the World Bank show that over 84 countries have attempted some form of these reforms (see Appendix A). Training professionals pedagogical monitoring and implementation responsible for training and supporting system, process of school school staff and including setting development plans. CRCs and block-level officials are meant to oversee school functioning, monitor school compliance with official norms, exert accountability pressure, and provide administrative support as needed. All schools are expected to have a School Management Committee comprising representatives of parents, the school staff, and local functionaries to provide “bottom up” community-based monitoring of schools
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