Person:
Goyal, Sangeeta

Global Practice on Education, The World Bank
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Early childhood education, Education, Tertiary education
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Global Practice on Education, The World Bank
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Last updated: January 31, 2023
Biography
Sangeeta Goyal has a Ph.D. in Economics from Columbia University. Her areas of interest include human capital and development economics. 

Publication Search Results

Now showing 1 - 3 of 3
  • Publication
    Community Participation in Public Schools : The Impact of Information Campaigns in Three Indian States
    (World Bank, Washington, DC, 2008-11) Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh
    This study evaluates the impact of a community-based information campaign on school performance from a cluster randomized control trial. The campaign consisted of eight to nine public meetings in each of 340 treatment villages across three Indian states to disseminate information to the community about its state mandated roles and responsibilities in school management. The findings from the first follow-up 2-4 months after the campaign show that providing information through a structured campaign to communities had a positive impact in all three states. In two states there was a significant and positive impact on reading (14-27 percent) in one of the three grades tested; in the third state there was a significant impact on writing in one grade (15 percent) and on mathematics in the other grade tested (27 percent). The intervention is associated with improvement in teacher effort in two states. Some improvements occurred in the delivery of certain benefits entitled to students (stipend, uniform, and mid day meal) and in process variables such as community participation in each of the three states. Follow-up research needs to examine whether there is a systematic increase in learning when the impact is measured over a longer time period and whether a campaign sustained over a longer time is able to generate greater impact on school outcomes.
  • Publication
    Does Information Improve School Accountability? Results of a Large Randomized Trial
    (World Bank, Washington, DC, 2011-12) Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh
    This study evaluates a community-based randomized controlled trial (RCT) to determine the impact of an information campaign on learning and other school outcomes. The study was conducted in three Indian states, Uttar Pradesh (UP), Madhya Pradesh (MP), and Karnataka. UP and MP are two large north and central Indian states, respectively, and lag behind in economic and social outcomes, while Karnataka in southern India is economically and socially more developed. Even though all three states have devolved oversight roles to the community with respect to government schools, they differ in the extent to which such devolution has taken place. The information campaign disseminated state specific information to the community on its oversight roles in schools and education services that parents are entitled to. Information was disseminated in 11-14 public meetings in each treatment village over a period of two and a half years.
  • Publication
    Public Participation, Teacher Accountability, and School Outcomes : Findings from Baseline Surveys in Three Indian States
    (World Bank, Washington, DC, 2008-11) Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh
    This paper presents findings from baseline surveys on student learning achievement, teacher effort and community participation in three Indian states, Karnataka, Madhya Pradesh and Uttar Pradesh. Results indicate low teacher attendance and poor student learning. Parents and school committees are neither aware of their oversight roles nor participating in school management. However, there is substantial heterogeneity in outcomes across states. Karnataka has better student and teacher outcomes as well as higher levels of community awareness and participation than the other two states. The authors find substantial variation in teacher effort within schools, but most observable teacher characteristics are not associated with teacher effort. One reason for low teacher effort may be lack of accountability. Regression analysis suggests low rates of teacher attendance are only part of the problem of low student achievement. The gains in test scores associated with higher rates of attendance and engagement in teaching are small in the states of Madhya Pradesh and Uttar Pradesh, suggesting teachers themselves may not be effective. Ineffective teaching may result from lack of accountability as well as poor professional development of teachers. Further research is needed to examine not only issues of accountability but also professional development of teachers.