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An alternative estimate of school-based management impacts on students' achievements : evidence from the Philippines (English)

This paper aims to estimate the impact of school-based management on students' test scores in the Philippines. Estimation results using double differencing combined with propensity score matching show that school-based management increases the average national achievement test score by 4.2 points over three years. The increase in mathematics reached 5.7 points. This is larger than the estimate previously reported from the Philippines, probably because the sample schools had learned about implementation of school-based management from experiences accumulated in other provinces that introduced it earlier. The empirical results also show that schools with experienced principals and teachers are eager to introduce school-based management.

Details

  • Author

    Yamauchi,Futoshi

  • Document Date

    2014/01/01

  • Document Type

    Policy Research Working Paper

  • Report Number

    WPS6747

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Philippines,

  • Region

    East Asia and Pacific,

  • Disclosure Date

    2014/01/01

  • Disclosure Status

    Disclosed

  • Doc Name

    An alternative estimate of school-based management impacts on students' achievements : evidence from the Philippines

  • Keywords

    test score;propensity score matching;achievement test score;school improvement plan;investment in school;returns to schooling;poverty alleviation program;complete primary school;labor market outcome;evaluation of education;human capital investment;autonomous school governance;elementary school;fixed effect;empirical result;pupil-teacher ratio;school resource;panel data;classroom ratio;master teacher;standard error;value use;school condition;pupil-classroom ratio;school building;school year;community level;estimation result;cultural change;experienced principal;matching method;social reform;school committee;selection bias;teacher incentive;Early childhood;census data;curriculum design;student body;social gap;development study;grant allocation;summary statistic;counterfactual outcome;treatment effect;teacher hiring;incentive effect;educational quality;building construction;Private School;empirical method;experimental data;community participation;field experiment;empirical study;administrative datum;contagion effect;quality school;small area;school finance;decentralization effort;school budget;decentralized management;school activity;education department;repetition rate;dynamic process;education stakeholder;teaching skill;evaluation study;school administration;project costing;education material;school facility;textbook supply;literature review;financial decentralization;mountainous region;pupil teacher;national school;open access;development policy;Social Sciences;standard deviation;school factor;salary for teacher;estimate impact;conventional school;resource input;important component;poor community;school fee;public primary;school autonomy;estimation method;program impact;outcome measure;teaching staff;school type;empirical application;grassroots development;capacity measure;

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Citation

Yamauchi,Futoshi

An alternative estimate of school-based management impacts on students' achievements : evidence from the Philippines (English). Impact Evaluation series ; no. IE 113,Policy Research working paper ; no. WPS 6747 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/168181468294951135/An-alternative-estimate-of-school-based-management-impacts-on-students-achievements-evidence-from-the-Philippines