School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico

A school-based management program was implemented Mexico in 2001 and continued until 2014. This national program, Programa Escuelas de Calidad, was considered a key intervention to improve learning outcomes. In 2006, the national program was evalua...

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Main Authors:	Garcia-Moreno, Vicente, Gertler, Paul, Patrinos, Harry Anthony
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2019
Subjects:	EDUCATION SCHOOL-BASED MANAGEMENT EDUCATION QUALITY LEARNING OUTCOMES STUDENT ACHIEVEMENT TEST SCORES
Online Access:	http://documents.worldbank.org/curated/en/316261560168539394/School-Based-Management-and-Learning-Outcomes-Experimental-Evidence-from-Colima-Mexico http://hdl.handle.net/10986/31864

id	okr-10986-31864
recordtype	oai_dc
spelling	okr-10986-318642022-09-20T00:13:55Z School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico Garcia-Moreno, Vicente Gertler, Paul Patrinos, Harry Anthony EDUCATION SCHOOL-BASED MANAGEMENT EDUCATION QUALITY LEARNING OUTCOMES STUDENT ACHIEVEMENT TEST SCORES A school-based management program was implemented Mexico in 2001 and continued until 2014. This national program, Programa Escuelas de Calidad, was considered a key intervention to improve learning outcomes. In 2006, the national program was evaluated in the Mexican state of Colima, being the first experimental evaluation of the national program. All schools were invited to participate in the program; a random selection was performed to select the treatment and control groups among all the applicants. An intent-to-treat approach did not detect any impact on learning outcomes; a formal school-based management intervention plus a monetary grant was not enough to improve learning outcomes. First, the schools in the evaluation sample, control and treatment, were schools with high learning outcomes. Second, these schools had experienced some years of regular school-based management practices before the evaluation. A difference-in-difference design is used to identify heterogeneous effects of the program on learning outcomes. The difference-in-difference approach shows that the intensity of treatment increased test scores during the first year of the intervention. 2019-06-13T19:00:42Z 2019-06-13T19:00:42Z 2019-06 Working Paper http://documents.worldbank.org/curated/en/316261560168539394/School-Based-Management-and-Learning-Outcomes-Experimental-Evidence-from-Colima-Mexico http://hdl.handle.net/10986/31864 English Policy Research Working Paper;No. 8874 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 Latin America & Caribbean Mexico
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION SCHOOL-BASED MANAGEMENT EDUCATION QUALITY LEARNING OUTCOMES STUDENT ACHIEVEMENT TEST SCORES
spellingShingle	EDUCATION SCHOOL-BASED MANAGEMENT EDUCATION QUALITY LEARNING OUTCOMES STUDENT ACHIEVEMENT TEST SCORES Garcia-Moreno, Vicente Gertler, Paul Patrinos, Harry Anthony School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico
geographic_facet	Latin America & Caribbean Mexico
relation	Policy Research Working Paper;No. 8874
description	A school-based management program was implemented Mexico in 2001 and continued until 2014. This national program, Programa Escuelas de Calidad, was considered a key intervention to improve learning outcomes. In 2006, the national program was evaluated in the Mexican state of Colima, being the first experimental evaluation of the national program. All schools were invited to participate in the program; a random selection was performed to select the treatment and control groups among all the applicants. An intent-to-treat approach did not detect any impact on learning outcomes; a formal school-based management intervention plus a monetary grant was not enough to improve learning outcomes. First, the schools in the evaluation sample, control and treatment, were schools with high learning outcomes. Second, these schools had experienced some years of regular school-based management practices before the evaluation. A difference-in-difference design is used to identify heterogeneous effects of the program on learning outcomes. The difference-in-difference approach shows that the intensity of treatment increased test scores during the first year of the intervention.
format	Working Paper
author	Garcia-Moreno, Vicente Gertler, Paul Patrinos, Harry Anthony
author_facet	Garcia-Moreno, Vicente Gertler, Paul Patrinos, Harry Anthony
author_sort	Garcia-Moreno, Vicente
title	School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico
title_short	School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico
title_full	School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico
title_fullStr	School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico
title_full_unstemmed	School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico
title_sort	school-based management and learning outcomes : experimental evidence from colima, mexico
publisher	World Bank, Washington, DC
publishDate	2019
url	http://documents.worldbank.org/curated/en/316261560168539394/School-Based-Management-and-Learning-Outcomes-Experimental-Evidence-from-Colima-Mexico http://hdl.handle.net/10986/31864
_version_	1764475243377721344

School-Based Management and Learning Outcomes : Experimental Evidence from Colima, Mexico

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