An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress
This paper examines two education programs in Sri Lanka: the Programme for School Improvement (PSI), which decentralizes decision-making power, and the School Report Card Programme (SRCP), which was designed to provide parents and other community members with information on the characteristics and p...
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Taylor and Francis
2015
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| Online Access: | http://hdl.handle.net/10986/21300 |
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okr-10986-213002021-04-23T14:04:01Z An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress Aturupane, Harsha Glewwe, Paul Ravina, Renato Sonnadara, Upal Wisniewski, Suzanne education education test scores school quality decentralization student achievement This paper examines two education programs in Sri Lanka: the Programme for School Improvement (PSI), which decentralizes decision-making power, and the School Report Card Programme (SRCP), which was designed to provide parents and other community members with information on the characteristics and performance of their local schools. Using a difference in differences identification strategy, it finds the following results. First, the PSI program significantly increased Math and English reading test scores among Grade 4 students, but not first language (Sinhalese or Tamil) test scores. However, PSI has had no effect on any test scores of Grade 8 students. In contrast, the SRCP had no significant impacts on any test scores in either grade, and further inquiries revealed that the SRCP was never really implemented. Second, the paper examined the impact of both programs on teacher and school principal variables. Overall, few effects were found, and in some cases effects were found that one would associate with reduced school quality. On a more positive note, the PSI program does appear to have led schools to form School Development Committees (SDCs), as the program stipulates, to establish a list of school priorities and to implement projects funded through local fundraising. 2015-01-20T19:25:46Z 2015-01-20T19:25:46Z 2014-12-03 Journal Article Journal of Development Studies 0022-0388 http://hdl.handle.net/10986/21300 en_US CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article Sri Lanka |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
en_US |
| topic |
education education test scores school quality decentralization student achievement |
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education education test scores school quality decentralization student achievement Aturupane, Harsha Glewwe, Paul Ravina, Renato Sonnadara, Upal Wisniewski, Suzanne An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress |
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Sri Lanka |
| description |
This paper examines two education programs in Sri Lanka: the Programme for School Improvement (PSI), which decentralizes decision-making power, and the School Report Card Programme (SRCP), which was designed to provide parents and other community members with information on the characteristics and performance of their local schools. Using a difference in differences identification strategy, it finds the following results. First, the PSI program significantly increased Math and English reading test scores among Grade 4 students, but not first language (Sinhalese or Tamil) test scores. However, PSI has had no effect on any test scores of Grade 8 students. In contrast, the SRCP had no significant impacts on any test scores in either grade, and further inquiries revealed that the SRCP was never really implemented. Second, the paper examined the impact of both programs on teacher and school principal variables. Overall, few effects were found, and in some cases effects were found that one would associate with reduced school quality. On a more positive note, the PSI program does appear to have led schools to form School Development Committees (SDCs), as the program stipulates, to establish a list of school priorities and to implement projects funded through local fundraising. |
| format |
Journal Article |
| author |
Aturupane, Harsha Glewwe, Paul Ravina, Renato Sonnadara, Upal Wisniewski, Suzanne |
| author_facet |
Aturupane, Harsha Glewwe, Paul Ravina, Renato Sonnadara, Upal Wisniewski, Suzanne |
| author_sort |
Aturupane, Harsha |
| title |
An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress |
| title_short |
An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress |
| title_full |
An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress |
| title_fullStr |
An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress |
| title_full_unstemmed |
An Assessment of the Impacts of Sri Lanka’s Programme for School Improvement and School Report Card Programme on Students’ Academic Progress |
| title_sort |
assessment of the impacts of sri lanka’s programme for school improvement and school report card programme on students’ academic progress |
| publisher |
Taylor and Francis |
| publishDate |
2015 |
| url |
http://hdl.handle.net/10986/21300 |
| _version_ |
1764447869817847808 |