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Arbeids- en organisatiepsychologie --- School personnel management --- School-based management --- personeelsbeleid en -opleiding.

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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.

Education --- Educational Policy and Planning --- Impact Evaluation --- Learning Outcomes --- School-Based Management --- Student Achievement --- Test Scores

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This text combines the latest research with a national study of diverse schools that dramatically increased student achievement by implementing key strategies and reallocating resources.

Academic achievement --- School improvement programs --- School-based management --- Education --- Educational change --- Economic aspects

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Youth with disabilities --- School-to-work transition --- School-based management --- Education

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Education systems in developing countries are often centrally managed in a top-down structure. In environments where schools have different needs and where localized information plays an important role, empowerment of the local community may be attractive, but low levels of human capital at the local level may offset gains from local information. This paper reports the results of a four-year, large-scale experiment that provided a grant and comprehensive school management training to principals, teachers, and community representatives in a set of schools. To separate the effect of the training from the grant, a second set of schools received the grant only with no training. A third set of schools served as a control group and received neither intervention. Each of 273 Gambian primary schools were randomized to one of the three groups. The program was implemented through the government education system. Three to four years into the program, the full intervention led to a 21 percent reduction in student absenteeism and a 23 percent reduction in teacher absenteeism, but produced no impact on student test scores. The effect of the full program on learning outcomes is strongly mediated by baseline local capacity, as measured by adult literacy. This result suggests that, in villages with high literacy, the program may yield gains on students' learning outcomes. Receiving the grant alone had no impact on either test scores or student participation.

Education --- Education for All --- Effective Schools & Teachers --- Management --- Primary Education --- School-Based Management --- Secondary Education --- Tertiary Education