Does Information Improve School Accountability? Results of a Large Randomized Trial

This study evaluates a community-based randomized controlled trial (RCT) to determine the impact of an information campaign on learning and other school outcomes. The study was conducted in three Indian states, Uttar Pradesh (UP), Madhya Pradesh (MP), and Karnataka. UP and MP are two large north and central Indian states, respectively, and lag behind in economic and social outcomes, while Karnataka in southern India is economically and socially more developed. Even though all three states have devolved oversight roles to the community with respect to government schools, they differ in the extent to which such devolution has taken place. The information campaign disseminated state specific information to the community on its oversight roles in schools and education services that parents are entitled to. Information was disseminated in 11-14 public meetings in each treatment village over a period of two and a half years.

Bibliographic Details

Main Authors:	Pandey, Priyanka, Goyal, Sangeeta, Sundararaman, Venkatesh
Language:	English en_US
Published:	World Bank, Washington, DC 2011-12
Subjects:	ACCESS TO INFORMATION, ATTENDANCE REQUIREMENTS, BASIC EDUCATION, CALL, CHANGING ATTITUDES, CIVIL SERVICE, CIVIL SERVICE TEACHERS, CLASSROOM, CLASSROOM TEACHING, CLASSROOMS, DECENTRALIZATION, DECISION MAKING, DEGREES, DEVELOPING COUNTRIES, DISTRICT EDUCATION, EDUCATED TEACHERS, EDUCATION DEPARTMENTS, EDUCATION FOR ALL, EDUCATION OFFICES, EDUCATION OFFICIALS, EDUCATION SECTOR, EDUCATION SERVICES, EDUCATIONAL SYSTEMS, ELEMENTARY EDUCATION, EXPERIENCED TEACHERS, GOVERNMENT GRANTS, HEAD TEACHER, HEAD TEACHERS, HEADMASTERS, HOUSEHOLD SURVEYS, HUMAN DEVELOPMENT, ILLITERATE PARENTS, INTERVENTIONS, KEY ROLE, LEARNING, LEARNING ACHIEVEMENT, LEARNING ACHIEVEMENTS, LEARNING LEVELS, LEARNING MATERIALS, LEARNING OUTCOMES, LESS EXPERIENCED TEACHERS, LITERACY, LITERACY LEVELS, LITERACY RATE, LITERACY RATES, LITERATE POPULATION, LITERATURE, LOCAL COMMUNITIES, LOCAL LEVEL, MALE TEACHERS, MATH SKILLS, MATHEMATICS, MATHEMATICS COMPETENCIES, NUMBER OF STUDENTS, PAPERS, PARENT-TEACHER ASSOCIATIONS, POSITIVE IMPACT, PRIMARY GRADES, PRIMARY SCHOOL, PRIMARY SCHOOL CYCLE, PRIMARY SCHOOLS, PUBLIC SCHOOL, PUBLIC SCHOOLS, QUALITY EDUCATION, READING, RESEARCH AGENDA, RESOURCE CENTER, SCHOLARSHIPS, SCHOOL BUDGETS, SCHOOL COMMITTEE, SCHOOL COMMITTEES, SCHOOL DEVELOPMENT, SCHOOL EDUCATION, SCHOOL ENROLLMENT, SCHOOL FUNDING, SCHOOL HEAD, SCHOOL INFRASTRUCTURE, SCHOOL INSPECTIONS, SCHOOL LEVEL, SCHOOL OPERATIONS, SCHOOL PERFORMANCE, SCHOOL QUALITY, SCHOOL TEACHERS, SCHOOL UNIFORMS, SCHOOL VISITS, SCHOOL YEAR, SCHOOLING, SCHOOLS, SMALLER NUMBER, SOCIAL CONTEXT, STIPENDS, STUDENT ATTENDANCE, STUDENT LEARNING, STUDENT OUTCOMES, SUBSTANTIAL VARIATION, TEACHER, TEACHER ABSENTEEISM, TEACHER CHARACTERISTICS, TEACHER EFFECTIVENESS, TEACHER PERFORMANCE, TEACHER SALARIES, TEACHERS, TEACHING, TEACHING ACTIVITY, TEACHING SKILLS, TENURE, TEST SCORES, TEXTBOOKS, TRAINING PROGRAMS, VILLAGE EDUCATION, VILLAGE EDUCATION COMMITTEE, VILLAGE EDUCATION COMMITTEES, VILLAGE LEVEL, VILLAGE MEETINGS, WORKERS,
Online Access:	http://documents.worldbank.org/curated/en/2011/12/15575553/information-improve-school-accountability-results-large-randomized-trial https://hdl.handle.net/10986/18012
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