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  • 1
    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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    MPI Ethno. Forsch.
  • 2
    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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    Online Resource
    MPI Ethno. Forsch.
  • 3
    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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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Understanding student performance beyond traditional factors : evidence from PISA (2016)
    Paris, France : OECD Development Centre
    Details
    Language: English
    Pages: 1 Online-Ressource (51 Seiten) , Illustrationen
    Series Statement: OECD Development Centre working paper no. 331
    Series Statement: OECD Development Centre Working Papers no.331
    Keywords: Education ; Development ; Arbeitspapier ; Graue Literatur
    Abstract: This paper studies the linkages between schools’ inputs and students’ performance in Latin America. We exploit the richness of PISA 2012 questionnaires at the student and school level to study the association between a different set of inputs and students’ performance in mathematics. First, this research shows that students’ characteristics and their environment (i.e. sex, age and economic, social and cultural status of students and schools) explain close to 30% of the variation in education performance in Latin America, a higher percentage than in OECD and other economies which participated in PISA 2012. Second, after controlling for students’ characteristics and their environment, our results show that in Latin America, some non-traditional school inputs, such as the feedback provided by the principal to the teacher, weekly instructional time or the attitude and motivation of teachers, are associated with student performance, whereas more traditional inputs (e.g. school infrastructure, share of certified teachers and teacher qualifications) are not always related to better learning outcomes. These findings suggest that some pedagogical initiatives, which are also more cost-effective, could improve students’ performance in the region.
    Note: Zusammenfassung in französischer Sprache
    DOI: 10.1787/5jlz7n7bxn0p-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (2018)
    Washington, D.C. : World Bank Group, Development Economics, Development Research Group
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 53 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8566
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Long-Term Impacts of Alternative Approaches to Increase Schooling: Evidence from a Scholarship Program in Cambodia
    Keywords: Graue Literatur
    Abstract: This paper reports on a randomized experiment to investigate the long-term effects of a primary school scholarship program in rural Cambodia. In 2008, fourth-grade students in 207 randomly assigned schools (103 treatment, 104 control) received scholarships based on the students' academic performance in math and language or their level of poverty. Three years after the program's inception, an evaluation showed that both types of scholarship recipients had more schooling than nonrecipients; however, only merit-based scholarships led to improvements in cognitive skills. This new study reports impacts, nine years after program inception, on the educational attainment, cognitive skills, socioemotional outcomes, socioeconomic status and well-being, and labor market outcomes of individuals who are, on average, 21 years old. The results show that both types of scholarships led to higher long-term educational attainment (about 0.21-0.29 grade level), but only merit-based scholarships led to improvements in cognitive skills (0.11 standard deviation), greater self-reported well-being (0.18 standard deviation), and employment probability (3.4 percentage points). Neither type of scholarship increased socioemotional skills. The results also suggest that there are labeling effects: the impacts of the scholarship types differ even for individuals with similar characteristics
    DOI: 10.1596/1813-9450-8566
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
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