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How to raise the effectiveness of secondary schools? - universal and locally tailored investment strategies (English)

This paper explores two particular questions: (a) How do school-effectiveness findings differ for secondary education, compared to evidence on primary schools and what are the implications for government policies and lending priorities? and (b) Will the on-going search for school investments that universally raise achievement continue to hold utility for governments and Bank staff? Part 1 of this paper reviews key empirical findings from over 100 studies that have been conducted within primary and secondary school systems. This paper pinpoints which of the following inputs have any influence on pupil achievement: teaching materials, teacher preparation, class size, teacher salary levels and experience, instructional time, and teaching practices. Part 2 looks at the recent emergence of country-specific conceptions of school effectiveness where schools may be viewed as instruments for socializing youths toward democratic values and skills. This kind of policy concern focuses more on how secondary schooling socializes youths toward certain values and orientations, rather than on the academic content or mix of school inputs purchased. While the Bank s role may have been traditionally limited to the latter - the more mechanical piece of raising school effectiveness - the former element is gaining importance within some government policy circles and within the school-effectiveness research literature.

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Citation

Fuller, Bruce Clarke, Prema

How to raise the effectiveness of secondary schools? - universal and locally tailored investment strategies (English). ESP discussion paper series ; no. 28 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/872571468766164879/How-to-raise-the-effectiveness-of-secondary-schools-universal-and-locally-tailored-investment-strategies