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This paper evaluates the early impact of introducing a performance component into Jakarta's school grant program on learning outcomes. Using administrative data, it applies difference-in-differences and regression discontinuity approaches to identify the impact of the grant by exploiting differences in program coverage over time, as well as by comparing changes in test scores between schools that received the additional performance award with schools that did not. The paper finds that the introduction of the performance component had different impacts on government primary and junior secondary schools. The program improved learning outcomes for primary schools at the bottom of the performance distribution and narrowed performance gaps across schools. However, improvements in equity were also driven by negative impacts of the program on better performing primary schools. Overall, the program reduced primary examination scores albeit by a small amount. In contrast to the results at the primary level, the performance component improved examination scores in government junior secondary schools. However, the impact seemed to be greatest among better performing schools and has therefore widened performance gaps. The findings also suggest that program impact was largely through competition between schools to receive the performance component. There is little evidence that the additional resources schools received from the award had any additional impact. The evaluation utilized preexisting administrative data and the paper offers some suggestions on how education information systems can be strengthened to create more robust feedback loops between research and policy.

Education --- Education Funding --- Public Sector --- Quality Of Education --- Results-Based Management

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The book serves as an introduction into pedagogical evaluation and is intended for (future) teachers of pre-primary, primary and secondary schools. The issue of pedagogical evaluation is introduced in the context of the quality of education. Pedagogical evaluation is presented as a research approach and as a tool for practitioners. Two forms of evaluation are discussed: internal evaluation and external evaluation. In the second part of the book, various evaluation instruments are presented.

Education --- evaluation instruments --- quality of education --- evaluation in education --- teacher --- Preschool education --- School education --- Educational Psychology --- Psychology of Self --- Methodology and research technology --- Evaluation research --- Pedagogy

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In 2011, the World Bank Group commenced a multi- year program designed to support countries in systematically examining and strengthening the performance of their education systems. Part of the Bank's new Education Sector Strategy, this evidence based initiative, called SABER (Systems Approach for Better Education Results), is building a toolkit of diagnostics for examining education systems and their component policy domains against global standards, best practices, and in comparison with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. SABER School Autonomy and Accountability is the first of three SABER domains to be implemented as part of phase two of the Pacific Benchmarking for Education Results (PaBER) initiative. Funded by AusAID, the PaBER initiative aims to link policy with implementation to identify areas to strengthen policy, improve knowledge dissemination, and improve the quality of education and student performance across the pacific. Specifically, the PaBER project focuses at the primary level of an education system. The project concept and determination of three pilot countries Samoa, the Solomon Islands, and Papua New Guinea was agreed upon at the Pacific Forum Education Ministers Meeting and is being coordinated through the Secretariat of the Pacific Board for Educational Assessment (SPBEA). The SABER School Autonomy and Accountability tool assists in analyzing how well developed the set of policies are in a given country to foster managerial autonomy, assess results, and use information from assessments to promote accountability. The five main policy goals that can help benchmark an education system's policies that enable school autonomy and accountability were as follows: 1) school autonomy in the planning and management of the school budget; 2) school autonomy in personnel management; 3) role of the School Council in school governance; 4) school and student assessments; and 5) accountability.

Curriculum --- Education --- Education For All --- Knowledge --- Literacy --- Primary Education --- Quality of Education --- Resources For Education --- Schools --- Teacher Training --- Teachers --- Tertiary Education

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Using a rich data set of almost the entire population of Ukrainian secondary schools, the authors estimate the effect of school size and class size on the performance of secondary schools on Ukraine's External Independent Test. They find that larger schools tend to have somewhat better performance, both in terms of test scores and in terms of test participation. The size of this effect is relatively small, however, especially in rural areas for which the estimates are likely to be more clean estimates. Class size is found to be insignificant in most specifications and, if significant, of negligible size.

Class Size --- Education --- Education for All --- Inputs --- Optimization --- Performance --- Primary Education --- Quality of Education --- School Size --- Secondary Education --- Social Development --- Teaching and Learning --- Tertiary Education

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This paper analyzes the relation between public, education-related infrastructure and the quality of education in schools. The analysis uses a case study of the establishment of two large, high-quality public libraries in low-income areas in Bogota, Colombia. It assesses the impact of these libraries on the quality of education by comparing national test scores (SABER 11) for schools close to and far from the libraries before (2000-02) and after (2003-08) the libraries were opened. The paper introduces a Blinder-Oaxaca decomposition on difference-in-differences estimates to assess whether variation of traditional determinants of mathematics, verbal, and science test scores explains the estimates. The analysis finds differences that are not statistically different from zero that could be attributed to the establishment of the libraries. These results are robust to alternative specifications, a synthetic control approach, and an alternative measure of distance.

Education --- Education for all --- Effective schools & teachers --- Libraries --- Primary education --- Public good provision --- Quality of education --- School quality --- Secondary education --- Tertiary education