School Management, Grants, and Test Scores : Experimental Evidence from Mexico
This paper presents the results of a large-scale randomized experiment conducted across 1,496 public primary schools in Mexico. The experiment identifies the impact on schools’ managerial capacity and student test scores of providing schools with:...
| Main Authors: | , , , , |
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| Format: | Working Paper |
| Language: | English |
| Published: |
World Bank, Washington, DC
2021
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/962941612366941881/School-Management-Grants-and-Test-Scores-Experimental-Evidence-from-Mexico http://hdl.handle.net/10986/35108 |
| Summary: | This paper presents the results of a
large-scale randomized experiment conducted across 1,496
public primary schools in Mexico. The experiment identifies
the impact on schools’ managerial capacity and student test
scores of providing schools with: (a) cash grants, (b)
managerial training for school principals, or (c) both. The
school principals’ managerial training focused on improving
principals’ capacities to collect and use data to monitor
students’ basic numeracy and literacy skills and provide
feedback to teachers on their instruction and pedagogical
practices. After two years of implementing these
interventions, the study finds that: (a) the cash grant had
no impact on the student’s test scores or the management
capacity of school principals; (b) the managerial training
improved school principals’ managerial capacity but had no
impact on students’ test scores; and (c) the combination of
cash grants and managerial training amplified the effect on
the school principals’ managerial capacity and had a
positive but statistically insignificant impact on students’
test scores. |
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