Publication: Impacts of an Early Stage Education Intervention on Students' Learning Achievement : Evidence from the Philippines
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Date
2012-12-03
ISSN
0022-0388
Published
2012-12-03
Author(s)
Liu, Yanyan
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Abstract
This article examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. We find that two years' exposure to the programme significantly increased test scores at grades 4 to 6 by about 4.5 to 5 score points. Interestingly, the mathematics score was more responsive to this education reform than other subjects. We also find that textbooks, instructional training of teachers and new classroom constructions particularly contributed to these outcomes. The empirical results also imply that early stage investments improve student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.
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Publication Impacts of an Early Stage Education Intervention on Students' Learning Achievement : Evidence from the Philippines(World Bank, Washington, DC, 2012-10)This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It finds that the program significantly increased student test scores at grades 4 to 6. The estimation indicates that two-year exposure to the program increases test scores by about 4.5 to 5 score points. Interestingly, the mathematics score is more responsive to the education reform than are other subjects. The analysis also finds that textbooks, instructional training of teachers, and new classroom construction particularly contributed to these outcomes. The empirical results imply that early-stage investment improves student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.Publication School Quality, Labor Markets and Human Capital Investments : Long-term Impacts of an Early Stage Education Intervention in the Philippines(World Bank, Washington, Dc, 2012-10)This paper examines the long-term impacts of improved school quality at the elementary school stage on subsequent schooling investments and labor market outcomes using unique data from a recent survey that tracked students in the Philippines. The empirical results, which are based on a comparison of students who graduated from schools located in adjacent treatment and control areas before and after a school intervention, show significant differences in subsequent schooling investments, migration, and labor market earnings between females and males. That is, females study more (relative to males) and tend to migrate and earn more if they receive high-quality educational investments at an early stage. The above results are consistent with females' greater incentives to study, driven by their higher returns to schooling, especially after high school completion, observed in the labor market.Publication An Alternative Estimate of School-based Management Impacts on Students' Achievements : Evidence from the Philippines(World Bank, Washington, DC, 2014-01)This paper aims to estimate the impact of school-based management on students' test scores in the Philippines. Estimation results using double differencing combined with propensity score matching show that school-based management increases the average national achievement test score by 4.2 points over three years. The increase in mathematics reached 5.7 points. This is larger than the estimate previously reported from the Philippines, probably because the sample schools had learned about implementation of school-based management from experiences accumulated in other provinces that introduced it earlier. The empirical results also show that schools with experienced principals and teachers are eager to introduce school-based management.Publication School Resource and Performance Inequality : Evidence from the Philippines(World Bank, Washington, DC, 2014-01)This paper examines inequality patterns of school and teacher resources as well as student performance in the Philippines. School and teacher resources, measured by pupil classroom and teacher ratios and per-pupil teacher salary, became more unequal over time. Strikingly, a large portion of the variation is attributed to their within-division distributions, especially the non-city areas in each province (rural schools), where pupil classroom and teacher ratios have significantly positive returns in terms of student test scores. Concavity built into the education production function implies that reallocation of teachers and classrooms within a division can potentially increase average test scores. The estimates also imply that it is optimal to deploy young, inexperienced teachers to rural schools and reassign them to urban schools when the teachers are more experienced.Publication An Alternative Estimate of School-Based Management Impacts on Students’ Achievements : Evidence from the Philippines(Taylor and Francis, 2014-04-14)This paper aims to estimate the impact of school-based management (SBM) on students’ test scores in the Philippines. Estimation results using double differencing (DD) combined with propensity score matching show that SBM increased the average national achievement test score by 4.2 points over three years. The increase in mathematics was 5.7 points. The triple differencing procedure using the pre-intervention period as the baseline provides even larger impact estimates: 8.6 and 11.4 points for average and mathematics scores, respectively. These impacts are larger than the estimate previously reported from the Philippines, probably due to the fact that the sample schools had learned about SBM implementation from experiences accumulated in other provinces that introduced SBM earlier. The empirical results also show that schools with experienced principals and teachers are eager to introduce SBM.
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