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School Based Management: Evidence from Kenya

School Based Management: Evidence from Kenya. Michael Kremer Anthony Keats. School Based Management: Evidence from Kenya . Background: education in Kenya The projects: design and preliminary results (Key outcome data not yet in) School Committees Project (SC)

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School Based Management: Evidence from Kenya

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  1. School Based Management:Evidence from Kenya Michael Kremer Anthony Keats

  2. School Based Management:Evidence from Kenya • Background: education in Kenya • The projects: design and preliminary results (Key outcome data not yet in) • School Committees Project (SC) • Extra Teacher Provision Program (ETP) and School Based Management Reinforcement (SBMR) • Hypotheses

  3. The education system in Kenya • Government in charge of curriculum, national achievement exams, hiring/dismissing teachers • School Committee – locally elected body • Historically: de facto responsible for raising funds for non-teacher inputs – classroom construction, maintenance, etc. • Sometimes hires extra teachers locally • Limited influence on regular teachers/HT • Often dominated by HT • UPE – 2003 reform mandating free primary education • Resulted in overcrowding, heterogeneous student background • Less funds for SC

  4. The School Committee Project (w/DeLaat, Vermeersch) • Three major components: • Provide school committees with training in financial administration and on their roles and responsibilities; • Provide committees with opportunities to strengthen ties with Area Education Officers (AEO) • Provide committees with opportunity to reward high-performing teachers with prizes to motivate improvements in teacher quality • Randomized design • 34 treatment schools, 34 comparison schools

  5. Indicators The School Committee Project collected information on: • Teacher and pupil attendance and transfers; • Background information on teachers and school committee members; • Classroom observations; • Frequency of meetings and other visits with education officers; and • Fundraising activities. • Voting behavior of school committee members

  6. Preliminary Evidence • No impact on pupil attendance • No impact on teacher attendance • No change classroom quality or number of textbooks per pupil

  7. ETP and SBMR(w/Duflo, Dupas) • Provide evidence on • Decentralization of teachers hiring and firing procedures • Training school committee members on hiring and firing procedures • Class size • Tailoring by initial skill level

  8. Extra-Teacher Provision Program(ETP) • 140 treatment schools, 70 comparison schools • Provide funds for school committees to hire locally an extra (trained but unemployed) teacher • Hiring after announcement at PA meting and interview process • $35/month (vs. $150/month+benefits for young TSC teachers) • 2005: Grade 1 students split in 2 streams • 70 schools: Random split • 70 schools: Split according to initial attainment • “Local teacher” randomly assigned to 1 stream • 2006: Program continues in Grade 2. • Local teacher moves to Grade 2 with students promoted • Grade 2 repeaters randomly split between streams

  9. School-Based Management Reinforcement Program (SBMR) • 70 schools randomly selected among 140 ETP treatment schools • Training of school committee on hiring and local monitoring of local teacher • Formal review meeting of SC before renewal of contract for local teacher at the end of first year • Announced to local teacher at start of contract

  10. Preliminary Results:Teachers Performance • No significant difference in presence at school • ETP teachers were more likely to be found in class teaching • SBMR increases performance of other PTA teachers * *: Average from two unannounced school visits made in Terms 2 and 3 of 2005 Total sample: 836 teachers

  11. ETP Preliminary Results:Students’ Schooling (I) • No difference in students’ attendance across treatment groups • Tailoring by attainment seems to increase promotion rates * *: Average from two unannounced school visits made in Terms 2 and 3 of 2005 Total sample: 18,838 students

  12. Preliminary Results:Students’ Learning Success rate on math and literacy questions, 5 months after program inception *Significantly different at 90% confidence level; **95%; ***99%.

  13. Ongoing Work for ETP/SBM • Classroom Observations • Achievement Tests • Final Results by June 2007

  14. Hypothesis • In Kenyan context, school committees need real hiring/firing power in order to have much influence

  15. THE END

  16. Preliminary Results:Students’ Learning (I) • Quick classroom-wide numeracy and literacy tests Results of OLS regression:  So far: Reduction in class size had no impact on learning

  17. Preliminary Results:Students’ Learning (II)  Tailoring by attainment seems to have a positive impact on learning; no impact of SBMR so far.

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