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 respon...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/982571498578771789/Willing-but-unable-short-term-experimental-evidence-on-parent-empowerment-and-school-quality http://hdl.handle.net/10986/27628 |
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okr-10986-276282021-06-08T14:42:47Z Willing but Unable? : Short-Term Experimental Evidence on Parent Empowerment and School Quality Beasley, Elizabeth Huillery, Elise SCHOOL QUALITY PARENT TEACHER ASSOCIATIONS PARENT EMPOWERMENT COMMUNITY PARTICIPATION PARENTAL INVOLVEMENT RANDOMIZED TRIAL SCHOOL-BASED MANAGEMENT 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. 2017-07-18T22:54:37Z 2017-07-18T22:54:37Z 2017-06 Working Paper http://documents.worldbank.org/curated/en/982571498578771789/Willing-but-unable-short-term-experimental-evidence-on-parent-empowerment-and-school-quality http://hdl.handle.net/10986/27628 English en_US Policy Research Working Paper;No. 8125 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Niger |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
SCHOOL QUALITY PARENT TEACHER ASSOCIATIONS PARENT EMPOWERMENT COMMUNITY PARTICIPATION PARENTAL INVOLVEMENT RANDOMIZED TRIAL SCHOOL-BASED MANAGEMENT |
| spellingShingle |
SCHOOL QUALITY PARENT TEACHER ASSOCIATIONS PARENT EMPOWERMENT COMMUNITY PARTICIPATION PARENTAL INVOLVEMENT RANDOMIZED TRIAL SCHOOL-BASED MANAGEMENT Beasley, Elizabeth Huillery, Elise Willing but Unable? : Short-Term Experimental Evidence on Parent Empowerment and School Quality |
| geographic_facet |
Africa Niger |
| relation |
Policy Research Working Paper;No. 8125 |
| 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 |
Working Paper |
| 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 |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/982571498578771789/Willing-but-unable-short-term-experimental-evidence-on-parent-empowerment-and-school-quality http://hdl.handle.net/10986/27628 |
| _version_ |
1764465515761238016 |