Person: Lockheed, Marlaine
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Education policy, Sociology of education
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Last updated: January 31, 2023
Biography
Marlaine E. Lockheed is a visiting lecturer in the Woodrow Wilson School of Public and International Policy at Princeton University and has four decades of experience advising governments, donor agencies, and private organizations on reforms for education quality, gender equity, and school effectiveness. At the World Bank for 19 years, she held various research and senior management positions, including responsibilities for education policy and lending for the 14 countries of the Bank’s Middle East and North Africa Region. She has also served as vice president of the American Educational Research Association; on the U.S. National Academy of Science's National Research Council's Board on International and Comparative Studies in Education; as associate editor of Educational Evaluation and Policy Analysis; and on the boards of numerous other professional associations and scientific journals. She is author of more than 100 journal articles and book chapters and of several books, including Improving Primary Education in Developing Countries; Effective Schools in Developing Countries; and Exclusion, Gender and Education: Case Studies from the Developing World. She holds a bachelor’s degree from Reed College and a doctorate from Stanford University.
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Now showing 1 - 7 of 7
Publication Facing Forward: Schooling for Learning in Africa(Washington, DC: World Bank, 2018-09) Bashir, Sajitha; Lockheed, Marlaine; Ninan, Elizabeth; Tan, Jee-PengThis book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa.Publication The Experience of Middle-Income Countries Participating in PISA 2000-2015(World Bank, Washington, DC and OECD Publishing, Paris, 2015) Prokic-Breuer, Tijana; Lockheed, Marlaine E.; Shadrova, AnnaThis report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Program for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid. This report provides answers to six important questions about these middle-income countries and their experiences of participating in PISA: what is the extent of developing country participation in PISA and other international learning assessments?; why do these countries join PISA?; what are the financial, technical, and cultural challenges for their participation in PISA?; what impact has participation had on their national assessment capacity?; how have PISA results influenced their national policy discussions?; and what does PISA data tell us about education in these countries and the policies and practices that influence student performance? The findings of this report are being used by the Organization for Economic Co-operation and Development (OECD) to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments.Publication OECD Reviews of School Resources: Kazakhstan 2015(Paris: OECD Publishing, 2015) Pons, Anna; Amoroso, Jeremie; Herczynski, Jan; Kheyfets, Igor; Lockheed, Marlaine; Santiago, PauloThe primary and secondary education system in Kazakhstan has accomplished significant achievements. Kazakhstan has embarked on profound reforms to improve the quality of the education system and is increasingly looking to international standards and best practices. Reform initiatives include the expansion of the pre-primary education network, the development of new mechanisms of school financing (including a new per capita funding scheme), the creation of resource centers to support small-class schools, further investment in school infrastructure, and a wider use of information technologies in schools. In this context of reforms, while there is an apparent desire to increase resources devoted to education and awareness that spending per student remains markedly lower than the Organization for Economic Co-operation and Development (OECD) average and that of other neighboring countries, there remains an official reluctance to expand public expenditure on education. This report analyses the effectiveness of the Kazakh school system and identifies policy areas with potential efficiency gains or requiring further public investment. The following policy priorities were identified to improve the effectiveness of resource use in the Kazakh school system: increase overall public spending on education as the sector gains absorptive capacity, while addressing key inefficiencies; review the organization of the school network and lengthen the school day; support disadvantaged students and schools; improve teacher quality and school leadership; and use evaluation and information systems to foster improvement and accountability.Publication Why Do Countries Participate in International Large-Scale Assessments?: The Case of PISA(World Bank, Washington, DC, 2015-10) Lockheed, Marlaine E.The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this increase? This paper explores the evidence for three broad explanations: globalization of assessments, increasing technical capacity for conducting assessments, and increased demand for the microeconomic and macroeconomic data from these assessments. Data were compiled from more than 200 countries for this analysis, for six time periods between 2000 and 2015, yielding more than 1,200 observations. The data cover each country’s participation in each of six cycles of PISA as it relates to the country’s level of economic development, region, prior experience with assessment, and OECD membership. The results indicate that the odds of participation in PISA are markedly higher for OECD member countries, countries in the Europe and Central Asia region, high- and upper-middle-income countries, and countries with previous national and international assessment experience; the paper also finds that regional assessment experience is unrelated to PISA participation.Publication Teacher Opinions on Performance Incentives : Evidence from the Kyrgyz Republic(World Bank, Washington, DC, 2014-01) Lockheed, Marlaine E.This paper uses data from a post-hoc evaluation of a performance-based teacher incentive program in the Kyrgyz Republic to examine the opinions of teachers receiving different pay bonuses based on their performance as assessed by external evaluators. Overall, teacher opinions of the program were favorable, although teachers who received lower performance ratings held less favorable opinions about the motivational aspects of the program. Despite this, lower-rated teachers were more likely to report that they used what they learned to evaluate their own teaching, as compared with more highly rated teachers, and were more likely to take professional development courses in the years following the program's implementation.Publication Social Exclusion and the Gender Gap in Education(World Bank, Washington, DC, 2008-03) Lewis, Maureen; Lockheed, MarlaineDespite a sharp increase in the share of girls who enroll in, attend, and complete various levels of schooling, an educational gender gap remains in some countries. This paper argues that one explanation for this gender gap is the degree of social exclusion within these countries, as indicated by ethno-linguistic heterogeneity, which triggers both economic and psycho-social mechanisms to limit girls' schooling. Ethno-linguistic heterogeneity initially was applied to explaining lagging economic growth, but has emerged in the literature more recently to explain both civil conflict and public goods. This paper is a first application of the concept to explain gender gaps in education. The paper discusses the importance of female education for economic and social development, reviews the evidence regarding gender and ethnic differences in schooling, reviews the theoretical perspectives of various social science disciplines that seek to explain such differences, and tests the relevance of ethnic and linguistic heterogeneity in explaining cross-country differences in school attainment and learning. The study indicates that within-country ethnic and linguistic heterogeneity partly explains both national female primary school completion rates and gender differences in these rates, but only explains average national learning outcomes when national income measures are excluded.Publication School Improvement Plans and Student Learning in Jamaica(2010) Lockheed, M.; Jayasundera, T.A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica,from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors: and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans. (C) 2009 Elsevier Ltd. All rights reserved.