Person: Raju, Dhushyanth
Social Protection and Jobs Global Practice, World Bank
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Education, Health, Nutrition, Labor, Poverty, Risk
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ORCID
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Social Protection and Jobs Global Practice, World Bank
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Last updated: September 19, 2024
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Publication Public School Teacher Management in Sri Lanka: Issues and Options(World Bank, Washington, DC, 2016-04) Raju, DhushyanthSri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education, but also that all students obtain a much better education. Raising teacher effectiveness is considered as crucial for achieving these aims. This paper reviews the literature on teacher management in Sri Lanka, and points to what may be critical teacher management issues. The paper also outlines considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.Publication Evaluating the Impact of Public Student Subsidies on Low-Cost Private Schools in Pakistan(Taylor and Francis, 2015-08-05) Barrera-Osorio, Felipe; Raju, DhushyanthThis paper examines the impacts of accountability-based public per-student subsidies provided to low-cost private schools in Punjab, Pakistan on student enrolment and school inputs. Programme entry is contingent on achieving a minimum pass rate on a specially-designed academic test. We use regression discontinuity to estimate impacts on schools that joined the programme in the last entry round (phase 4) before follow-up survey data collection. We find large positive impacts on school enrolment, number of teachers, and other inputs for programme schools near the minimum pass rate.Publication Teacher Performance Pay: Experimental Evidence from Pakistan(World Bank, Washington, DC, 2015-06) Barrera-Osorio, Felipe; Raju, DhushyanthThis paper presents evidence from the first three years of a randomized controlled trial of a government-administered pilot teacher performance pay program in Punjab, Pakistan. The program offers yearly cash bonuses to teachers in a sample of public primary schools with the lowest mean student exam scores in the province. Bonuses are linked to three school-level indicators: the gain in student exam scores, the gain in school enrollment, and the level of student exam participation. Bonus receipt and size are also randomly assigned across schools according to whether or not the teacher is the school’s head. On average, the program increases school enrollment by 4.1 percent and student exam participation rates by 3.4 percentage points, both in the third year. The analysis does not find that the program increases student exam scores in any year. Mean impacts are similar across program variants. The positive mean impact on school enrollment is mainly seen in urban schools and the positive mean impact on student exam participation rates is only seen in rural schools.