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This paper aims to estimate the impact of school-based management on students' test scores in the Philippines. Estimation results using double differencing combined with propensity score matching show that school-based management increases the average national achievement test score by 4.2 points over three years. The increase in mathematics reached 5.7 points. This is larger than the estimate previously reported from the Philippines, probably because the sample schools had learned about implementation of school-based management from experiences accumulated in other provinces that introduced it earlier. The empirical results also show that schools with experienced principals and teachers are eager to introduce school-based management.

Education --- Education for All --- Primary Education --- School Based Management --- Secondary Education --- Teaching and Learning --- Tertiary Education --- Test Score

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This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It finds that the program significantly increased student test scores at grades 4 to 6. The estimation indicates that two-year exposure to the program increases test scores by about 4.5 to 5 score points. Interestingly, the mathematics score is more responsive to the education reform than are other subjects. The analysis also finds that textbooks, instructional training of teachers, and new classroom construction particularly contributed to these outcomes. The empirical results imply that early-stage investment improves student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.

Education --- Education for All --- Education intervention --- Human capital production --- Primary Education --- Secondary Education --- Teaching and Learning --- Tertiary Education --- Test Score --- Philippines

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This paper constructs two longitudinal datasets that record students' test scores in a national standardized exam in Mexico and track students from the end of primary (Grade 6) to the end of lower (Grade 9) and upper (Grade 12) secondary school, then to university and labor market participation up to two years after graduation from upper secondary. The results show that test scores are a strong predictor of future education and labor market outcomes. Using a large sample of twins in the data, the paper shows that the relationship between Grade 6 test scores and future education outcomes goes beyond family background. Finally, the paper exploits the within-individual correlation between subject test scores and finds evidence that this standardized assessment captures in a meaningful way the specific skills that it is designed to measure. These results show that, despite their limitations, large-scale standardized tests can capture skills that are important for future individual wellbeing.

Education --- Educational Institutions and Facilities --- Educational Sciences --- Effective Schools and Teachers --- Health Care Services Industry --- Industry --- Jobs --- Labor Market --- Labor Markets --- Rural Development --- Rural Labor Markets --- School Dropout Rate --- Skills Development --- Social Protections and Labor --- Standardized Exams --- Test Score --- Well-Being

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"How economics needs to change to keep pace with the twenty-first century and the digital economy Digital technology, big data, big tech, machine learning, and AI are revolutionizing both the tools of economics and the phenomena it seeks to measure, understand, and shape. In Cogs and Monsters, Diane Coyle explores the enormous problems-but also opportunities-facing economics today if it is to respond effectively to these dizzying changes and to help policymakers solve the world's crises, from pandemic recovery and inequality to slow growth and the climate emergency. Mainstream economics, Coyle says, still assumes people are "cogs"-self-interested, calculating, independent agents interacting in defined contexts. But the digital economy is much more characterized by "monsters"-untethered, snowballing, and socially influenced unknowns. What is worse, by treating people as cogs, economics is creating its own monsters, leaving itself without the tools to understand the new problems it faces. In response, Coyle asks whether economic individualism is still valid in the digital economy, whether we need to measure growth and progress in new ways, and whether economics can ever be objective, since it influences what it analyzes. Just as important, the discipline needs to correct its striking lack of diversity and inclusion if it is to be able to offer new solutions to new problems.Filled with original insights, Cogs and Monsters offers a roadmap for how economics can adapt to the rewiring of society, including by digital technologies, and realize its potential to play a hugely positive role in the twenty-first century"--

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