Willing but unable ? short-term experimental evidence on parent empowerment and school quality (English)

Giving power over school management and spending decisions to communities has been a favored strategy to increase school quality, but its effectiveness may depend on local capacity. Grants are one form of such a transfer of power. Short-term responses of a grant to school committees in Niger show that parents increased participation and responsibility, but these efforts did not improve quality on average. Enrollment at the lowest grades increased...

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Author

Beasley,Elizabeth Ruth;

Huillery,Elise;
Document Date
2017/06/27
Report Number
WPS8125
Volume No
1
Total Volume(s)
1
Country
Niger,
Region
Western and Central Africa,
Disclosure Date
2017/06/27
Disclosure Status
Disclosed
Doc Name
Willing but unable ? short-term experimental evidence on parent empowerment and school quality
Keywords
school committee

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Citation

Beasley,Elizabeth Ruth; Huillery,Elise.

Willing but unable ? short-term experimental evidence on parent empowerment and school quality (English). Policy Research working paper|no. WPS 8125 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/982571498578771789

Willing but unable ? short-term experimental evidence on parent empowerment and school quality (English)

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