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  • 1
    Online Resource
    Online Resource
    The Impact of Private Provision of Public Education : Empirical Evidence From Bogota's Concession Schools (2007)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (30 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Barrera-Osorio, Felipe The Impact of Private Provision of Public Education
    Keywords: Academic Achievement ; Disability ; Dropout Rates ; Education ; Education Reform and Management ; Education for All ; Educational System ; Effective Schools and Teachers ; Gender ; Gender and Education ; Learning ; Literature ; Low-Income Students ; Papers ; Primary Education ; Private Education ; Private Schools ; Quality of Education ; Research ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Academic Achievement ; Disability ; Dropout Rates ; Education ; Education Reform and Management ; Education for All ; Educational System ; Effective Schools and Teachers ; Gender ; Gender and Education ; Learning ; Literature ; Low-Income Students ; Papers ; Primary Education ; Private Education ; Private Schools ; Quality of Education ; Research ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Academic Achievement ; Disability ; Dropout Rates ; Education ; Education Reform and Management ; Education for All ; Educational System ; Effective Schools and Teachers ; Gender ; Gender and Education ; Learning ; Literature ; Low-Income Students ; Papers ; Primary Education ; Private Education ; Private Schools ; Quality of Education ; Research ; Secondary Education ; Social Protections and Labor ; Tertiary Education
    Abstract: In 1999 the city of Bogota, Colombia launched the concession school program designed to broaden the coverage and quality of basic education. It consists of a contract between a group of private schools and the public educational system such that private agents provide education for low-income students. This paper tests three main hypotheses concerning the impact of concessions on the quality of education: first, dropout rates are lower in concession schools than in similar public schools; second, other public schools nearby the concession schools have lower dropout rates in comparison with other public schools outside the area of influence; and third, test scores from concession schools are higher than scores in similar public schools. The paper presents evidence in favor of the three hypotheses using propensity score and matching estimators
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Using the Oaxaca-Blinder decomposition technique to analyze learning outcomes changes over time : An application to Indonesia's results in PISA mathematics (2011)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (25 p)
    Edition: 2011 World Bank eLibrary
    Parallel Title: Barrera-Osorio, Felipe Using the Oaxaca-Blinder decomposition technique to analyze learning outcomes changes over time
    Abstract: The Oaxaca-Blinder technique was originally used in labor economics to decompose earnings gaps and to estimate the level of discrimination. It has been applied since in other social issues, including education, where it can be used to assess how much of a gap is due to differences in characteristics (explained variation) and how much is due to policy or system changes (unexplained variation). The authors apply the decomposition technique in an effort to analyze the increase in Indonesia's score in PISA mathematics. Between 2003 and 2006, Indonesia's score increased by 30 points, or 0.3 of a standard deviation. The test score increase is assessed in relation to family, student, school and institutional characteristics. The gap over time is decomposed into its constituent components based on the estimation of cognitive achievement production functions. The decomposition results suggest that almost the entire test score increase is explained by the returns to characteristics, mostly related to student age. However, the authors find that the adequate supply of teachers also plays a role in test score changes
    DOI: 10.1596/1813-9450-5584
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Delivering Education to the Underserved through a Public-Private Partnership Program in Pakistan (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (46 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Delivering Education to the Underserved through a Public-Private Partnership Program in Pakistan
    Abstract: This study experimentally evaluates the short-term impacts of public per-student subsidies to partnering local entrepreneurs to establish and operate tuition-free, coeducational, private primary schools in educationally underserved villages in Sindh province, Pakistan. Two subsidy structures were tested, one in which the subsidy amount did not differ by student gender, and the other in which the subsidy amount was higher for female students. The program administrator introduced the latter structure with the aim of correcting for the gender disparity in school enrollment in the general program setting. The program increased school enrollment by 30 percentage points in treated villages, for boys and girls. It increased test scores by 0.63 standard deviations in treated villages. The gender-differentiated subsidy structure did not have larger impacts on girls' enrollment or test scores than the gender-uniform one. Program schools proved more effective in raising test scores than government schools located near the villages, with program-school students scoring 0.16 standard deviations higher, despite coming from more socioeconomically disadvantaged backgrounds. Estimations of the demand for schooling and education production suggest nearly efficient choices on school inputs by the program administrator and partnering entrepreneurs
    DOI: 10.1596/1813-9450-8177
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 4
    Online Resource
    Online Resource
    Teacher Performance Pay : Experimental Evidence from Pakistan (2015)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (37 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Teacher Performance Pay: Experimental Evidence from Pakistan
    Abstract: Education
    DOI: 10.1596/1813-9450-7307
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Impact of Public-Private Partnerships on Private School Performance : Evidence from a Randomized Controlled Trial in Uganda (2016)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (33 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Impact of Public-Private Partnerships on Private School Performance: Evidence from a Randomized Controlled Trial in Uganda
    Abstract: This paper estimates the short-term, partial-equilibrium impacts of a public-private partnership program for low-cost private secondary schools in Uganda. The public-private partnership program is part of a broader strategy to absorb large increases in secondary enrollment following the introduction of universal secondary education. Under the program, the government offers a per-student subsidy to participating private schools. Program implementation allowed for a randomized phase-in study design to estimate the causal impacts of the program on private school performance. The study finds that the public-private partnership program helped absorb large numbers of eligible students in secondary schools. Student performance in participating private schools was significantly better than in nonparticipating private schools. The study finds that improved student performance is potentially linked to increased input availability, as well as positive selection of government aided students in private schools. Suggestive evidence indicates that this selection most likely occurs on the part of households rather than schools
    DOI: 10.1596/1813-9450-7905
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 6
    Online Resource
    Online Resource
    Evaluating Public Per-Student Subsidies to Low-Cost Private Schools : Regression-Discontinuity Evidence from Pakistan (2011)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (62 p)
    Edition: 2011 World Bank eLibrary
    Parallel Title: Barrera-Osorio, Felipe Evaluating Public Per-Student Subsidies to Low-Cost Private Schools
    Abstract: This study estimates the causal effects of a public per-student subsidy program targeted at low-cost private schools in Pakistan on student enrollment and schooling inputs. Program entry is ultimately conditional on achieving a minimum stipulated student pass rate (cutoff) in a standardized academic test. This mechanism for treatment assignment allows the application of regression-discontinuity (RD) methods to estimate program impacts at the cutoff. Data on two rounds of entry test takers (phase 3 and phase 4) are used. Modeling the entry process of phase-4 test takers as a sharp RD design, the authors find evidence of large positive impacts on the number of students, teachers, classrooms, and blackboards. Modeling the entry process of phase-3 test takers as a partially-fuzzy RD design given treatment crossovers, they do not find evidence of significant program impacts on outcomes of interest. The latter finding is likely due to weak identification arising from a small jump in the probability of treatment at the cutoff
    DOI: 10.1596/1813-9450-5638
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 7
    Online Resource
    Online Resource
    Short-run learning dynamics under a test-based accountability system : evidence from Pakistan (2010)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (74 p)
    Edition: 2010 World Bank eLibrary
    Parallel Title: Barrera-Osorio, Felipe Short-run learning dynamics under a test-based accountability system
    Abstract: Low student learning is a common finding in much of the developing world. This paper uses a relatively unique dataset of five semiannual rounds of standardized test data to characterize and explain the short-term changes in student learning. The data are collected as part of the quality assurance system for a public-private partnership program that offers public subsidies conditional on minimum learning levels to low-cost private schools in Pakistan. Apart from a large positive distributional shift in learning between the first two test rounds, the learning distributions over test rounds show little progress. Schools are ejected from the program if they fail to achieve a minimum pass rate in the test in two consecutive attempts, making the test high stakes. Sharp regression discontinuity estimates show that the threat of program exit on schools that barely failed the test for the first time induces large learning gains. The large change in learning between the first two test rounds is likely attributable to this accountability pressure given that a large share of new program entrants failed in the first test round. Schools also qualify for substantial annual teacher bonuses if they achieve a minimum score in a composite measure of student test participation and mean test score. Sharp regression discontinuity estimates do not show that the prospect of future teacher bonus rewards induces learning gains for schools that barely did not qualify for the bonus
    DOI: 10.1596/1813-9450-5465
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 8
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    Online Resource
    Toma de decisiones descentralizada en la escuela : La teoria y la evidencia sobre la administracion escolar descentralizada (2010)
    Washington, D.C : The World Bank
    Details
    Language: Spanish
    Pages: 1 Online-Ressource (144 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als
    Abstract: En este libro se revisa el conocimiento basico existente sobre la administracion escolar descentralizada alrededor del mundo y se demuestra la importancia de una evaluacion rigurosa del impacto para formular propuestas de politicas. Varios paises en desarrollo estan introduciendo reformas de administracion escolar dirigidas a empoderar a los directores y maestros de las escuelas. Muchas de estas reformas refuerzan tambien la participacion de los padres. La administracion escolar descentralizada tiene el potencial para convertirse en un medio de muy bajo costo, para que el gasto publico en educacion sea mas eficiente, aumentando la responsabilidad en cada institucion. En esta publicacion se desarrolla un marco teorico de administracion escolar descentralizada y se revisa la experiencia de mas de 20 paises. Los autores ofrecen una breve descripcion de algunas reformas de ese tipo, junto con evidencia sobre su impacto en varios indicadores. En general, encuentran que la administracion escolar descentralizada tiene un efecto positivo sobre algunas variables "reduce las tasas de repeticion y de fracaso y mejora la asistencia", pero resultados mixtos en otras
    DOI: 10.1596/978-9-5883-0789-3
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 9
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    Online Resource
    Incentivizing Schooling for Learning : Evidence on the Impact of Alternative Targeting Approaches (2013)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (40 p)
    Edition: 2013 World Bank eLibrary
    Parallel Title: Barrera-Osorio, Felipe Incentivizing Schooling for Learning
    Abstract: This paper evaluates a primary school scholarship program in Cambodia with two different targeting mechanisms, one based on poverty level and the other on baseline test scores ("merit"). Both targeting mechanisms increased enrollment and attendance. However, only the merit-based targeting induced positive effects on test scores. The paper shows that the asymmetry of response is unlikely to have been driven by differences between recipients' characteristics. Higher student and family effort among beneficiaries of the merit-based scholarships suggest that the framing of the scholarship mattered for impact. The results suggest that in order to balance equity and efficiency, a two-step targeting approach might be preferable: first, target low-income individuals, and then, among them, target based on merit
    DOI: 10.1596/1813-9450-6541
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    Heterogenous Teacher Effects of Two Incentive Schemes : Evidence from a Low-Income Country (2021)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (39 pages)
    Parallel Title: Erscheint auch als Print Version: Barrera-Osorio, Felipe Heterogenous Teacher Effects of Two Incentive Schemes: Evidence from a Low-Income Country
    Abstract: This paper reports on a randomized evaluation of two teacher incentive programs, which were conducted in a nationally representative sample of 420 public primary schools in Guinea. In 140 schools, high-performing teachers were rewarded in-kind, with the value of goods increasing with level of performance. In another 140 schools, high-performing teachers received a certificate and public recognition from the government. After one year, the in-kind program improved learning by 0.24 standard deviations, while the recognition treatment had a smaller and statistically insignificant impact. After two years, the effect from the in-kind program was smaller (0.16 standard deviations) and not significant; the paper provides suggestive evidence that the reduction may be due to the onset of an Ebola outbreak. The effects of the recognition program remained small and insignificant. The effects differed by teacher gender: for female teachers, both programs were equally effective, while for male teachers, only the in-kind program led to statistically significant effects
    DOI: 10.1596/1813-9450-9652
    URL: Deutschlandweit zugänglich
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