Benchmarking Public Policy : Methodological Insights from Measurement of School Based Management
This 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 de...
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| Format: | Policy Research Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2014/06/19705689/benchmarking-public-policy-methodological-insights-measurement-school-based-management-benchmarking-public-policy-methodological-insights-measurement-school-based-management http://hdl.handle.net/10986/18823 |
| Summary: | This 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. |
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