81294 enGender Impact: The World Bank’s Gender Impact Evaluation Database Does Information Improve School Accountability? Results of a Large Randomized Trial Author(s) Priyanka Pandey, Sangeeta Goyal, Venkatesh Sundararaman Contact ppandey@worldbank.org Country India Organizing Voice and Agency Theme Status Completed Intervention Information Intervention, school management Category Sector Education Abstract No Abstract Gender Gender Informed Analysis Connection Gender Women's participation or voice in the community Outcomes IE Design Clustered Randomized Control Trial (Clustered at GP levels (clusters of villages)) The intervention consisted of a short 6 minute film, a poster, a wall painting, a take-home calendar and a learning assessment booklet. They detailed the responsibilities of school oversight committees, and provided information about the rules of the committee, how to raise complaints and benefits students are entitled to. A second treatment was only Intervention carried out in the state of Karnataka. This was an additional two-minute capsule at the end of the film that showed average ages for different levels of schooling. These campaigns were conducted in a series of meetings that lasted about 30 minutes each. Intervention The film intervention lasted about 6 minutes while the campaigns lasted about 30 minutes. Period The sample is comprised of 610 GPs (clusters of villages) in 3 Indian states. Within a district 50 GPs were selected, half Sample were assigned the intervention half were assigned the control. 30 or 45 students were randomly chosen from each population school. Comparison The control group received no treatment conditions Unit of Student Level analysis Evaluation The baseline was conducted between February and April 2006; thee final follow up was conducted in February to April Period 2009, just over two years after the intervention. Schools located in villages that received the campaign had significantly higher teacher attendance. Math score were significantly improved, however, there was no significant impact on language scores. School committees became more Results functional, they met more frequently, and participation increased significantly. The gains were larger in states that started with low levels of school outcomes. Primary study The study does not identify whether there were changes in learning or whether the impacts were sustained. limitations Last updated: 14 August 2013 1 enGender Impact: The World Bank’s Gender Impact Evaluation Database Funding Nike Foundation, Bank-Netherland Partnership Program Source Pandey, P., Goyal, S., & Sundararaman, V. (2011). Does Information Improve School Accountability? Results of a Large Reference(s) Randomized Trial Link to http://www-wds.worldbank.org/external/default/WDSContentServer/ Studies WDSP/IB/2011/12/23/000333037_20111223003200/Rendered/PDF/660990NWP0P0990ort0490for0Imagebank.pdf Microdata Last updated: 14 August 2013 2