The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico

Hoyos, Rafael de; Garcia-Moreno, Vicente A.

doi:10.1016/j.econedurev.2017.03.007

Cited by 22 publications

(3 citation statements)

References 26 publications

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“…Comparing the cost and treatment effect with other education programmes that have been evaluated rigorously in Mexico (see Figure 3(b)), there are many programmes—for example, diagnostic feedback (de Hoyos et al . 2017), information on the returns to schooling (Avitabile and de Hoyos 2018), extending the school year (Agüero and Beleche 2013) or teacher incentives (Behrman et al . 2015)—with lower costs and larger treatment effects; albeit, there are also more expensive programmes with treatment effects close to zero, such as need‐based scholarships (de Hoyos et al .…”

Section: Resultsmentioning

confidence: 99%

The effect of school grants on test scores: experimental evidence from Mexico

Romero,

Bedoya,

Yanez‐Pagans

et al. 2024

Economica

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We use a randomized experiment (across 200 public primary schools in Puebla, Mexico) to study the impact of providing schools with cash grants on student test scores. Treated schools received on average 16 USD per student each year for two years, an increase of 20% in public spending per child, after teacher salaries. Overall, the grants had no impact on student test scores. Lack of a treatment effect does not seem to be driven by poor implementation or a substitution away from other inputs (e.g. household expenditure).

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Section: Resultsmentioning

confidence: 99%

The effect of school grants on test scores: experimental evidence from Mexico

Romero,

Bedoya,

Yanez‐Pagans

et al. 2024

Economica

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“…Source : Équipe du Rapport sur le développement dans le monde 2018. a. de Hoyos, Garcia-Moreno et Patrinos (2017). b.…”

Section: Les Mesures Prises Pour Motiver Et Encourager Les Enseignant...unclassified

Présentation. Enseigner et apprendre les langues africaines ou en langues africaines

SAMARI¹,

MOHAMADOU²,

MÉTANGMO-TATOU³

2023

JEYNITAARE

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De nombreuses années après leur indépendance, les pays africains continuent de rencontrer, sur le plan éducatif, d’énormes difficultés qui écornent notablement la qualité des enseignements dispensés et donc des apprentissages. Dans leur récent rapport, l’Unicef et l’Union africaine (2021, p. 15) font remarquer que la moyenne du taux d’achèvement scolaire diminue drastiquement en passant du primaire (65 %) vers le premier cycle (41 %) et le second cycle (23 %) du secondaire. La Banque mondiale signalait déjà trois ans plus tôt, en citant Van Fleet, que « 37 millions d’enfants africains apprendront si peu à l’école qu’ils ne seront pas beaucoup plus avancés que ceux qui n’ont jamais été scolarisés » (2018, p. 71). Ce diagnostic préoccupant, qui révèle une crise de l’apprentissage dans ce continent (Banque mondiale, 2018; Puren et Maurer, 2018), est la conséquence de la conjonction de plusieurs facteurs dont le plus constant et assez documenté est le choix fait par différents pays au niveau des langues de scolarisation (Métangmo-Tatou, 2001; 2019; Tourneux, 2011).

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“…Howlett and Ramesh 2015), the challenge of local capacity, or rather the lack of it, is poorly addressed in education accountability reforms so far. Results of voucher programs and SBM reforms are constant reminders that not all parents, local governments or school management are well equipped to utilize their newly acquired choice and autonomy productively (Carr-Hill et al 2018). There are similar observations that performance pay is only effective when teachers are capable of knowing "what knowledge and pedagogical skills are needed to improve student learning" (Vegas and Umansky 2005).…”

Section: The Challenges Of Local Capacitymentioning

confidence: 99%

Making accountability work in basic education: reforms, challenges and the role of the government

Yan

2019

Policy Design and Practice

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Accountability has been increasingly emphasized as a key to improving the quality and inclusiveness of basic education. However, reforms around the world inspired by this line of thinking have only generated lackluster results. The paper examines the gaps between theoretical expectations and the actual practices of individual accountability measures, and explores ways to bridge them. It argues that the more fundamental shortcomings of these reforms are the result of a partial understanding of the concept of accountability, in which the role of the government is either neglected or very narrowly emphasized. It concludes that government stewardship is vital in tackling these informational, incentive, and capacity challenges facing the sector and making education accountability reforms more coherent, coordinated, and practical.

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The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico

Cited by 22 publications

References 26 publications

The effect of school grants on test scores: experimental evidence from Mexico

The effect of school grants on test scores: experimental evidence from Mexico

Présentation. Enseigner et apprendre les langues africaines ou en langues africaines

Making accountability work in basic education: reforms, challenges and the role of the government

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