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Grading and marking (Students) --- Report cards --- Schools --- Records and correspondence

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The main focus of the social protection and labor portfolio is on strengthening client's institutional capacity in the design and implementation of programs, but projects are not well equipped to track progress in this area. Correspondingly, there is a need to strengthen approaches to measuring and monitoring a 'missing middle' of service delivery, precisely those areas for which counterpart institutions are responsible during the course of a project. In particular, better measures of the primary functions of social protection and labor agencies are needed, such as identifying and enrolling beneficiaries, targeting, payment systems, fraud and error control, performance monitoring of service delivery providers, responsiveness to citizens, transparency, efficiency, management information systems and monitoring and evaluation systems. New World Bank initiatives particularly standard core indicators by sector and the introduction of results based investment lending call for substantial improvements in the use of monitoring and evaluation (M&E). Impact evaluations are included in about half of projects and should continue to be used selectively and strategically, particularly when the program is innovative, replicable and/ or scalable to reach a broader set of beneficiaries, addresses a knowledge gap and is likely to have a substantial policy impact. Structuring evaluations around core themes with common outcome measures is fundamental to building a global knowledge base on development effectiveness.

Access to Education --- Audits --- Baseline Data --- Beneficiary Assessments --- Capacity Building --- Cash Transfers --- Citizen Report Cards --- Communities --- Community Empowerment --- Corruption --- Customization --- Data Collection --- Development Policy --- Financial Management --- Flexibility --- Fraud --- Gender --- Household Surveys --- Housing & Human Habitats --- International Law --- Knowledge Sharing --- Means Testing --- Mobility --- Natural Disasters --- Nongovernmental Organizations --- Poverty Monitoring & analysis --- Poverty Reduction --- Productivity --- Project Management --- Public Sector --- Savings --- Severance Pay --- Social Accountability --- Social Development --- Social Insurance --- Social Protections and Labor --- Social Safety Nets --- Social Security System --- Statistical analysis --- Technical Assistance --- Transparency --- Unemployment --- Villages --- Vulnerable Groups --- Youth

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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.

Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree