The Impact of Sri Lanka’s School-Based Management Program on Teachers’ Pedagogical Practices and Student Learning: Evidence from a Randomized Controlled Trial

doi:10.1080/19439342.2022.2029540

Publication:
The Impact of Sri Lanka’s School-Based Management Program on Teachers’ Pedagogical Practices and Student Learning: Evidence from a Randomized Controlled Trial

dc.contributor.author	Aturupane, Harsha
dc.contributor.author	Utsumi, Tomoko
dc.contributor.author	Wisniewski, Suzanne
dc.contributor.author	Shojo, Mari
dc.date.accessioned	2023-08-08T14:10:39Z
dc.date.available	2023-08-08T14:10:39Z
dc.date.issued	2021-12
dc.description.abstract	Education is widely accepted as a key determinant of economic and social development. Developing countries have made substantial progress in increasing school enrollment rates in the last 50 years, but in many countries’ students are not learning the skills that the curriculum sets as the goals of their education. One policy that has been advocated by experts and international development agencies is school-based management. This paper investigates the effectiveness of a school-based management policy recently introduced in Sri Lanka, the Program for School Improvement (PSI). The PSI established new management structures and provided training and support services in order to: (a) devolve decisions for a range of activities to the school level; (b) increase the participation of parents and the local community in the work of the school; and (c) focus schools’ efforts on student learning. To evaluate the effectiveness of the PSI on measures of school performance, a randomized controlled trial was conducted. Overall, the data show some evidence of changes in the behavior of both principals and teachers in the PSI schools, but most of the observed behaviors did not change. Turning to student learning as measured by test scores, there are also no statistically significant effects, although the (imprecisely) estimated impact on math scores (0.21 standard deviations) is moderately large.	en
dc.identifier.citation	Journal of Development Effectiveness
dc.identifier.doi	10.1596/40155
dc.identifier.issn	1943-9342 (print)
dc.identifier.issn	1943-9407 (online)
dc.identifier.uri	https://openknowledge.worldbank.org/handle/10986/40155
dc.language.iso	en
dc.publisher	Taylor and Francis
dc.rights	CC BY-NC-ND 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/3.0/igo/
dc.subject	EDUCATIONAL OUTCOMES
dc.subject	SCHOOL-BASED MANAGEMENT
dc.subject	IMPACT EVALUATION
dc.title	The Impact of Sri Lanka’s School-Based Management Program on Teachers’ Pedagogical Practices and Student Learning	en
dc.title.subtitle	Evidence from a Randomized Controlled Trial	en
dc.type	Journal Article
dspace.entity.type	Publication
okr.associatedcontent	https://www.tandfonline.com/doi/full/10.1080/19439342.2022.2029540 Journal website (version of record)
okr.crossref.title	The Impact of Sri Lanka’s School-Based Management Program on Teachers’ Pedagogical Practices and Student Learning: Evidence from a Randomized Controlled Trial
okr.date.disclosure	2023-08-08
okr.doctype	Publications & Research::Journal Article
okr.externalcontent	External Content
okr.identifier.doi	10.1080/19439342.2022.2029540
okr.identifier.doi	http://dx.doi.org/10.1596/40155
okr.journal.nbpages	285-305
okr.language.supported	en
okr.peerreview	Academic Peer Review
okr.region.country	Sri Lanka
okr.topic	Education::Education Reform and Management
okr.topic	Education::Curriculum & Instruction
okr.topic	Education::Education Reform and Management
okr.topic	Education::Effective Schools and Teachers
okr.volume	14 (4)
relation.isAuthorOfPublication	5bce3521-3141-439e-a261-9322236c156e
relation.isAuthorOfPublication.latestForDiscovery	5bce3521-3141-439e-a261-9322236c156e