1 / 17

School Based Management: Evidence from Kenya

School Based Management: Evidence from Kenya. Michael Kremer Anthony Keats. School Based Management: Evidence from Kenya . Background: education in Kenya The projects: design and preliminary results (Key outcome data not yet in) School Committees Project (SC)

clemens
Download Presentation

School Based Management: Evidence from Kenya

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. School Based Management:Evidence from Kenya Michael Kremer Anthony Keats

  2. School Based Management:Evidence from Kenya • Background: education in Kenya • The projects: design and preliminary results (Key outcome data not yet in) • School Committees Project (SC) • Extra Teacher Provision Program (ETP) and School Based Management Reinforcement (SBMR) • Hypotheses

  3. The education system in Kenya • Government in charge of curriculum, national achievement exams, hiring/dismissing teachers • School Committee – locally elected body • Historically: de facto responsible for raising funds for non-teacher inputs – classroom construction, maintenance, etc. • Sometimes hires extra teachers locally • Limited influence on regular teachers/HT • Often dominated by HT • UPE – 2003 reform mandating free primary education • Resulted in overcrowding, heterogeneous student background • Less funds for SC

  4. The School Committee Project (w/DeLaat, Vermeersch) • Three major components: • Provide school committees with training in financial administration and on their roles and responsibilities; • Provide committees with opportunities to strengthen ties with Area Education Officers (AEO) • Provide committees with opportunity to reward high-performing teachers with prizes to motivate improvements in teacher quality • Randomized design • 34 treatment schools, 34 comparison schools

  5. Indicators The School Committee Project collected information on: • Teacher and pupil attendance and transfers; • Background information on teachers and school committee members; • Classroom observations; • Frequency of meetings and other visits with education officers; and • Fundraising activities. • Voting behavior of school committee members

  6. Preliminary Evidence • No impact on pupil attendance • No impact on teacher attendance • No change classroom quality or number of textbooks per pupil

  7. ETP and SBMR(w/Duflo, Dupas) • Provide evidence on • Decentralization of teachers hiring and firing procedures • Training school committee members on hiring and firing procedures • Class size • Tailoring by initial skill level

  8. Extra-Teacher Provision Program(ETP) • 140 treatment schools, 70 comparison schools • Provide funds for school committees to hire locally an extra (trained but unemployed) teacher • Hiring after announcement at PA meting and interview process • $35/month (vs. $150/month+benefits for young TSC teachers) • 2005: Grade 1 students split in 2 streams • 70 schools: Random split • 70 schools: Split according to initial attainment • “Local teacher” randomly assigned to 1 stream • 2006: Program continues in Grade 2. • Local teacher moves to Grade 2 with students promoted • Grade 2 repeaters randomly split between streams

  9. School-Based Management Reinforcement Program (SBMR) • 70 schools randomly selected among 140 ETP treatment schools • Training of school committee on hiring and local monitoring of local teacher • Formal review meeting of SC before renewal of contract for local teacher at the end of first year • Announced to local teacher at start of contract

  10. Preliminary Results:Teachers Performance • No significant difference in presence at school • ETP teachers were more likely to be found in class teaching • SBMR increases performance of other PTA teachers * *: Average from two unannounced school visits made in Terms 2 and 3 of 2005 Total sample: 836 teachers

  11. ETP Preliminary Results:Students’ Schooling (I) • No difference in students’ attendance across treatment groups • Tailoring by attainment seems to increase promotion rates * *: Average from two unannounced school visits made in Terms 2 and 3 of 2005 Total sample: 18,838 students

  12. Preliminary Results:Students’ Learning Success rate on math and literacy questions, 5 months after program inception *Significantly different at 90% confidence level; **95%; ***99%.

  13. Ongoing Work for ETP/SBM • Classroom Observations • Achievement Tests • Final Results by June 2007

  14. Hypothesis • In Kenyan context, school committees need real hiring/firing power in order to have much influence

  15. THE END

  16. Preliminary Results:Students’ Learning (I) • Quick classroom-wide numeracy and literacy tests Results of OLS regression:  So far: Reduction in class size had no impact on learning

  17. Preliminary Results:Students’ Learning (II)  Tailoring by attainment seems to have a positive impact on learning; no impact of SBMR so far.

More Related