Parandekar, Suhas D.2014-06-302014-06-302014-06https://hdl.handle.net/10986/18823This working paper presents a benchmarking analysis of School Based Management (SBM) using empirical data from the Philippines. School based management is widely used as a policy tool in many countries that seek to improve the quality of service delivery through decentralization. School based management typically takes many years to have an impact on educational outcomes, but policy makers need to know sooner how well the policy is being implemented. The paper extends the well-known Rasch methodology from the literature on student achievement, including the Programme for International Student Assessment, to the measurement of the implementation of school based management by computing a Rasch measure of the implementation of school based management. To test whether the resulting benchmarked measure is plausible and has practical policy value, the measure is tested for correlations with standardized measures of personality and political skills of school principals, developed in the psychology and political science literatures. The paper will be useful for readers interested in studying school based management as well as those interested more generally in the methodology of benchmarking implementation of public policy where the ultimate results are subject to long implementation periods. The methodology presented in this paper can be applied to enhance the rigor of the ongoing Systems Approach for Better Education Results (SABER) exercise to benchmark educational policies in various domains. That exercise is set to become one of the flagship policy analytical tools being developed by the World Bank and partner agencies.en-USCC BY 3.0 IGOABILITY OF STUDENTSACADEMIC ACHIEVEMENTACADEMIC OUTCOMESACHIEVEMENTSAPPLIED PSYCHOLOGYARITHMETICATTENTIONAVERAGE SCOREBASIC EDUCATIONCALLCOLLEGE STUDENTSCOMMUNICATION SKILLSCOUNSELORSCREATIVITYCURIOSITYCURRICULAR ACTIVITIESCURRICULAR OPPORTUNITIESCURRICULUMDECENTRALIZATIONDECISION MAKINGEARLY CHILDHOODEARLY CHILDHOOD EDUCATIONEDUCATION OUTCOMESEDUCATION POLICYEDUCATIONAL ADMINISTRATIONEDUCATIONAL OUTCOMESEDUCATIONAL POLICIESEDUCATIONAL POLICYEDUCATIONAL REFORMELEMENTARY EDUCATIONELEMENTARY SCHOOLSEMPATHYENROLLMENTENTREPRENEURSHIPFUTURE RESEARCHGEOGRAPHIC DISTRIBUTIONGRADINGHEAD TEACHERHIGH SCHOOLSHUMAN DEVELOPMENTHUMAN SCIENCESIMAGINATIONINTERVENTIONSINTUITIONLEADERSHIPLEARNING DIFFICULTIESLEARNING PRACTICESLEARNING STYLESLITERATUREMENTAL ABILITYMODELINGMOTIVATIONNUMBER OF TEACHERSOPEN ACCESSPAPERSPARENT PARTICIPATIONPARENTAL PARTICIPATIONPEDAGOGYPERCEPTIONPERSONALITYPERSONALITY CHARACTERISTICSPERSONALITY TRAITSPERSONALITY TYPESPLAYINGPROFICIENCYPUBLIC EXPENDITUREPUBLIC SCHOOLSQUALIFIED TEACHERSREADERSREMEDIAL CLASSESREPETITIONRESEARCH AGENDARESEARCHERSSCHOOL ADMINISTRATIONSCHOOL ADMINISTRATORSSCHOOL AUTONOMYSCHOOL COMMITTEESCHOOL COMMUNITYSCHOOL CONTEXTSSCHOOL COUNCILSCHOOL EFFECTIVENESSSCHOOL FEEDINGSCHOOL FEEDING PROGRAMSSCHOOL HEADSCHOOL HEADSSCHOOL IMPROVEMENTSCHOOL IMPROVEMENT PLANSCHOOL LEVELSCHOOL PERFORMANCESCHOOL PRINCIPALSSCHOOL QUALITYSCHOOL RECORDSSCHOOL SIZESCHOOL SURVEYSCHOOL YEARSSCHOOLSSHOW HOWSKILLED INDIVIDUALSSOCIAL PSYCHOLOGYSPECIAL NEEDSSPORTSSTUDENT ACHIEVEMENTSTUDENT ASSESSMENTSTUDENT LEARNINGSTUDENT OUTCOMESSTUDENT PERFORMANCESTUDENT TESTINGSTUDENTS WITH LEARNING DIFFICULTIESTEACHERTEACHER PERFORMANCETEACHERSTEACHINGTECHNICAL ASSISTANCETEST SCORESTHINKING10.1596/1813-9450-6938