Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality

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 th...

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Main Authors:	Beasley, Elizabeth, Huillery, Elise
Format:	Journal Article
Published:	Published by Oxford University Press on behalf of the World Bank 2018
Subjects:	PARENT TEACHER ASSOCIATION SCHOOL QUALITY EDUCATION QUALITY PARTICIPATION STAKEHOLDER ENGAGEMENT ENROLLMENT TEACHER ABSENTEEISM STUDENT ACHIEVEMENT
Online Access:	http://hdl.handle.net/10986/30963

id	okr-10986-30963
recordtype	oai_dc
spelling	okr-10986-309632021-05-25T10:54:35Z Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality Beasley, Elizabeth Huillery, Elise PARENT TEACHER ASSOCIATION SCHOOL QUALITY EDUCATION QUALITY PARTICIPATION STAKEHOLDER ENGAGEMENT ENROLLMENT TEACHER ABSENTEEISM STUDENT ACHIEVEMENT 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 and school resources improved, but teacher absenteeism increased, and there was no measured impact on test scores. An analysis of heterogeneous impacts and spending decisions provides additional insight into these dynamics. Overall, the findings suggest that programs based on parent participation should take levels of community capacity into account: even when communities are willing to work to improve their schools, they may not be able to do so. The short-term nature of the experiment reduces the extent to which the results can be generalized. 2018-12-06T21:36:14Z 2018-12-06T21:36:14Z 2017-06-01 Journal Article World Bank Economic Review 1564-698X http://hdl.handle.net/10986/30963 CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Published by Oxford University Press on behalf of the World Bank Publications & Research :: Journal Article Publications & Research Africa Niger
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
topic	PARENT TEACHER ASSOCIATION SCHOOL QUALITY EDUCATION QUALITY PARTICIPATION STAKEHOLDER ENGAGEMENT ENROLLMENT TEACHER ABSENTEEISM STUDENT ACHIEVEMENT
spellingShingle	PARENT TEACHER ASSOCIATION SCHOOL QUALITY EDUCATION QUALITY PARTICIPATION STAKEHOLDER ENGAGEMENT ENROLLMENT TEACHER ABSENTEEISM STUDENT ACHIEVEMENT Beasley, Elizabeth Huillery, Elise Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality
geographic_facet	Africa Niger
description	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 and school resources improved, but teacher absenteeism increased, and there was no measured impact on test scores. An analysis of heterogeneous impacts and spending decisions provides additional insight into these dynamics. Overall, the findings suggest that programs based on parent participation should take levels of community capacity into account: even when communities are willing to work to improve their schools, they may not be able to do so. The short-term nature of the experiment reduces the extent to which the results can be generalized.
format	Journal Article
author	Beasley, Elizabeth Huillery, Elise
author_facet	Beasley, Elizabeth Huillery, Elise
author_sort	Beasley, Elizabeth
title	Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality
title_short	Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality
title_full	Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality
title_fullStr	Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality
title_full_unstemmed	Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality
title_sort	willing but unable? short-term experimental evidence on parent empowerment and school quality
publisher	Published by Oxford University Press on behalf of the World Bank
publishDate	2018
url	http://hdl.handle.net/10986/30963
_version_	1764473281819181056

Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality

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