Community Participation in Public Schools : The Impact of Information Campaigns in Three Indian States

This study evaluates the impact of a community-based information campaign on school performance from a cluster randomized control trial. The campaign consisted of eight to nine public meetings in each of 340 treatment villages across three Indian states to disseminate information to the community about its state mandated roles and responsibilities in school management. The findings from the first follow-up 2-4 months after the campaign show that providing information through a structured campaign to communities had a positive impact in all three states. In two states there was a significant and positive impact on reading (14-27 percent) in one of the three grades tested; in the third state there was a significant impact on writing in one grade (15 percent) and on mathematics in the other grade tested (27 percent). The intervention is associated with improvement in teacher effort in two states. Some improvements occurred in the delivery of certain benefits entitled to students (stipend, uniform, and mid day meal) and in process variables such as community participation in each of the three states. Follow-up research needs to examine whether there is a systematic increase in learning when the impact is measured over a longer time period and whether a campaign sustained over a longer time is able to generate greater impact on school outcomes.

Bibliographic Details

Main Authors:	Pandey, Priyanka, Goyal, Sangeeta, Sundararaman, Venkatesh
Language:	English
Published:	World Bank, Washington, DC 2008-11
Subjects:	ANNUAL GRANTS, ATTENDANCE REQUIREMENTS, AVERAGE TREATMENT EFFECT, BASIC EDUCATION, BLACKBOARDS, CALL, CIVIL SERVICE, CIVIL SERVICE TEACHERS, CLASSROOM, COMMUNITY PARTICIPATION, COMPETENCIES, CURRICULUM, DECENTRALIZATION, DECISION MAKING, DISTANCE TO SCHOOL, EDUCATION DEPARTMENTS, EDUCATION SECTOR, END OF GRADE, EXAM, FEMALE LITERACY, FEMALE LITERACY RATE, FEMALE STUDENTS, FREE TEXTBOOKS, GIRLS, HEAD TEACHER, HEADMASTERS, HIGH SCHOOL, HIGH SCHOOL EDUCATION, HOUSEHOLD SURVEYS, HUMAN DEVELOPMENT, HUMAN RESOURCE DEVELOPMENT, ILLITERATE PARENTS, INTERVENTIONS, LEARNING, LEARNING ACHIEVEMENT, LEARNING ACHIEVEMENTS, LEARNING MATERIAL, LEARNING OUTCOMES, LITERACY, LITERACY RATE, LITERACY RATES, MATH SKILLS, MATH TEST, MATHEMATICS, NUMBER OF STUDENTS, PAPERS, PARENT TEACHER ASSOCIATIONS, PARENT-TEACHER ASSOCIATIONS, PRIMARY EDUCATION, PRIMARY GRADES, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRIMARY SCHOOLS, PUBLIC PARTICIPATION, PUBLIC SCHOOLS, PUPIL-TEACHER RATIO, QUALITY OF EDUCATION, QUALITY OF TEACHING, QUALITY SCHOOLING, READING, REGULAR TEACHERS, RESEARCH AGENDA, SCHOLARSHIPS, SCHOOL AGE, SCHOOL BUILDING, SCHOOL COMMITTEE, SCHOOL COMMITTEES, SCHOOL DAYS, SCHOOL DEVELOPMENT, SCHOOL EDUCATION, SCHOOL ENROLLMENT, SCHOOL HEADMASTER, SCHOOL IMPROVEMENT, SCHOOL INSPECTIONS, SCHOOL MANAGEMENT, SCHOOL PERFORMANCE, SCHOOL QUALITY, SCHOOL TEACHER, SCHOOL TEACHERS, SCHOOL UNIFORMS, SCHOOL VISIT, SCHOOL VISITS, SCHOOL YEAR, SCHOOLS, SERVICE TRAINING, STUDENT CHARACTERISTICS, STUDENT LEARNING, STUDENT PERFORMANCE, TEACHER, TEACHER BEHAVIOR, TEACHER CHARACTERISTICS, TEACHER PERFORMANCE, TEACHERS, TEACHING, TEST SCORES, TEXT BOOKS, TEXTBOOKS, VILLAGE EDUCATION, VILLAGE EDUCATION COMMITTEE, VILLAGE EDUCATION COMMITTEES, VILLAGE MEETINGS, WORKERS, WRITING SKILLS,
Online Access:	http://documents.worldbank.org/curated/en/2008/11/10013224/community-participation-public-schools-impact-information-campaigns-three-indian-states https://hdl.handle.net/10986/6359
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