After one year, public schools managed by private operators raised student learning by 60 percent compared to standard public schools. But costs were high, performance varied across operators, and contracts authorized the largest operator to push excess pupils and under-performing teachers into other government schools.
After one year, public schools managed by private contractors in Liberia raised student learning by 60 percent, compared to standard public schools.
Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy.
Internationally comparable test scores play a central role in both research and policy debates on education. However, the main international testing regimes, such as PISA, TIMSS, or PIRLS, include very few low-income countries. For instance, most countries in Southern and Eastern Africa have opted instead for a regional assessment known as SACMEQ. This paper exploits an overlap between the SACMEQ and TIMSS tests—in both country coverage, and questions asked—to assess the feasibility of constructing global learning metrics by equating regional and international scales. I ﬁnd that learning levels in this sample of African countries are consistently (a) low in absolute terms; (b) signiﬁcantly lower than predicted by African per capita GDP levels; and (c) converging slowly, if at all, to the rest of the world during the 2000s. Creating test scores which are truly internationally comparable would be a global public good, requiring more concerted effort at the design stage.
Scaling Up What Works: Experimental Evidence on External Validity in Kenyan Education - Working Paper 321
We investigate heterogeneity across beneficiaries and implementers—in a randomized trial of contract teachers in Kenyan schools. The data show a stark contrast in success between the government and NGO arm that can be traced back to implementation constraints and political economy forces put in motion as the program went to scale.
This set includes data and Stata files to replicate the results in CGD Working Paper 279, “The High Return to Private Schooling in a Low-Income Country”
Using data from Kenya—a poor country with weak public institutions—the authors find a large effect of private schooling on test scores, equivalent to one full standard deviation.
Previous studies suggest that abolishing user fees would increase enrollment in public schools, but the results of this research show that the opposite is true in Kenya.
Data Set for Working Paper 271: "Why Did Abolishing Fees Not Increase Public School Enrollment in Kenya?"
This set includes the household survey data, standardized test score data, and the Stata files to replicate the results in CGD Working Paper 271, "Why Did Abolishing Fees Not Increase Public School Enrollment in Kenya?"