The Effects of School-based Management in the Philippines : An Initial Assessment Using Administrative Data

Publication:
The Effects of School-based Management in the Philippines : An Initial Assessment Using Administrative Data

dc.contributor.author	Khattri, Nidhi
dc.contributor.author	Ling, Cristina
dc.contributor.author	Jha, Shreyasi
dc.date.accessioned	2013-05-09T20:24:00Z
dc.date.available	2013-05-09T20:24:00Z
dc.date.issued	2012-06-19
dc.description.abstract	This paper estimates the effect of school-based management on student performance in the Philippines using the administrative dataset of all public schools in 23 school districts over a three-year period, 2003–2005. The authors test whether schools that received early school-based management interventions (training in school-based management and direct funding for school-based reforms, based on school improvement plans) attained higher average test scores than those that did not receive such inputs. The analysis uses school-level overall composite test scores (comprising all subject areas tested) and test scores in three separate subject areas: English, mathematics, and science. Their preferred estimator, difference-in-difference with propensity score matching, shows that the average treatment effect of participation in school-based management was higher by 1.5 percentage points for overall composite scores, 1.2 percentage points for mathematics scores, 1.4 percentage points for English scores, and 1.8 percentage points for science scores. These results suggest that the introduction of school-based management had a statistically significant, albeit small, overall positive effect on average school-level test scores in 23 school districts in the Philippines. The paper provides a first glimpse of the potential for school-based management in a Southeast Asian context based on available administrative data. The authors suggest that the next order of research is to answer policy-related questions regarding the reforms: what aspects of the reform lead to desired results; are there differential effects across subpopulations; and what are the potential downsides to the reforms? The authors recommend that countries embarking on implementation of school-based management reforms specify their school-based management model and theories of change clearly and advance mechanisms for rigorous evaluations simultaneously. Such evaluations should not only provide more accurate estimates of the effectiveness of the reforms, but also help answer policy-related questions regarding design and implementation of those reforms in different sociocultural contexts.	en
dc.identifier.citation	Journal of Development Effectiveness
dc.identifier.doi	10.1596/13357
dc.identifier.issn	1943-9342
dc.identifier.uri	https://hdl.handle.net/10986/13357
dc.language.iso	en_US
dc.publisher	Taylor and Francis
dc.relation.ispartofseries	Journal of Development Effectiveness;4(2)
dc.relation.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.rights	CC BY-NC-ND 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/igo/
dc.subject	schoo-based management
dc.subject	decentralization
dc.subject	evaluation
dc.subject	propensity score matching
dc.subject	administrative data
dc.title	The Effects of School-based Management in the Philippines : An Initial Assessment Using Administrative Data	en
dc.type	Journal Article	en
dc.type	Article de journal	fr
dc.type	Artículo de revista	es
dspace.entity.type	Publication
okr.date.disclosure	2012-08-21
okr.date.doiregistration	2025-05-06T11:27:29.614069Z
okr.doctype	Journal Article
okr.externalcontent	External Content
okr.globalpractice	Education
okr.journal.nbpages	277-295
okr.language.supported	en
okr.peerreview	Academic Peer Review
okr.region.country	Philippines
okr.relation.associatedurl	http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.692389
okr.relation.associatedurl	https://openknowledge.worldbank.org/handle/10986/3735
okr.topic	Education::Education Reform and Management
okr.topic	Education::Effective Schools and Teachers
okr.volume	4(2)