Conceptual review and meta-analysis of school effectiveness
JAAP699
| Local funding was significantly positively related to (ran) achievement (math. English, Philippino)
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no (cost function, rather than production function was estimated) | |||||
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Is there a Quantity-Quality trade-off as enrolments increase?, 1997, Duraisaamy, James, Lane & Tan (primary & secondary) |
As enrolments increase, resources need to increase as well. If this does not occur equipment levels become too low and classes too big, with a predicted decline of pass rates on examinations. Positive effect of “aided” schools to select their own teachers, to hire substitute teachers and to fill vacancies expeditiously |
Tamil Nada, India |
pupil/teacher ratio (range: 36-47) participation of teachers in non-teaching activities. State of school buildings. negative effect of increased pupil/teacher ratio’s positive effect of private schooling |
examination results |
yes / success rates adjusted for growth of examination candidates |
|
Primary Education Efficiency in Honduras. What remains to be done, 1997, J.H.Y. Edwards, B. Fuller & S. Parandenker |
Study primarily directed to enrolments and community background factors. School quality defined in terms of pupil-teacher rates and pupil –desk ratios. Core findings: the higher the age of enrolment, the lower the grade attainment. |
Honduras | school provides free lunches (grade repetition) (not significant: proportion of female teachers student/teacher ratio distance from school length of school day school has textbooks) Student/teacher ratio has a negative impact on the conditional probabilities of leaving school. | grade attainment grade repetition survival level |
no |
|
EDUCO, 1998, Jimenez & Sawada |
In a decentralized setting parents will be better able to monitor teacher behavior |
El Salvador | decentralization school autonomy availability of infrastructure services multigrade classrooms |
number of school days missed by the student due to teacher absences math & language achievement |
Yes |
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Expansion of Private Secondary Education in Tanzania, 1998, Lassibille, Tan & Sumra |
no incentives for better performing schools |
Tanzania |
expansion private & public schools |
no effect on value added achievement |
yes |
|
Evaluation of School Improvement through an Educational Effectiveness Model: the Case of PEQIP Indonesia, 1999, G. van der Werf, B.P.M. Creemers, R. de Jong & E. Klaver |
The study found a negative effect of teacher experience and a small effect of textbook availability; both could be explained from specific conditions in the Indonesian context. |
Indonesia |
innovative teaching (grouping, a variety of teaching methods, asking comprehensive questions, keeping pupils actively involved, stimulating interaction) educational leadership (classroom observations by principal, evaluating the quality of teachers, evaluating the quality of the school) parents’ engagement |
Bahasa Indonesia, Mathematics, Science, grade 6 |
yes |
|
School inputs in secondary education and their effects on Academic Achievement: A study in Colombia, 1999, Piñeros & Rodriguez |
Better school resources lead to better achievement, after appropriate control for socio-economic background variables |
Colombia | range of socio-economic background variables range of school infrastructural variables (e.g. the existence of a library, most of them significant; surprisingly supply of textbooks was insignificant time of contact of the student with the school (positive) time to comment to school (negative) |
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yes, achievement in math and (Spanish) language |
The studies summarized in table 12 confirm the picture that is drawn on the basis of earlier reviews. The majority of studies has concentrated on material and human resource input factors. A minority of four studies include school organizational factors that are other than structural (school culture, school management characteristics) and pedagogical or instructional variables (Glewwe et al., 1995; Nyagura & Riddell, 1993; Fuller et al., 1994; Van der Werf et al., 1999).
Only these last three studies and the study by Piñeros & Rodriguez (1999) have used multi-level modeling and analysis.
As far as the theoretical and conceptual background of the study is concerned (see the entrances in the second column of table 12), micro-economic theory is referred to in a few cases (Lassibille et al., 1998; Jimenez & Paquea, 1996). In most cases there is no explicit theoretical framework, although interesting interpretations of the results, contextualized in the particular national context are sometimes given (e.g. Fuller et al., 1994; Van der Werf et al., 1999). The studies by Glewwe et al., Fuller et al. and Van der Werf et al. are most explicit in referring to the knowledge base on school effectiveness developed from empirical studies in industrialized countries.
A striking point when reviewing these studies and examining the earlier reviews is that instructional and pedagogical theory is practically missing as a source of inspiration for educational effectiveness studies in developing countries. Only the study by Van der Werf et al. (1999) is explicit in referring to instructional theory.
One last point concerning methodology is that sophisticated designs that are more frequently used in quantitative effectiveness studies in OECD-countries, like the use of structural equation modeling and multi-level analyses are sparse among the studies in developing countries. On the other hand econometric models used to adjust for selection bias as in the study by Glewwe et al. (1995) and the rendering of the outcomes of effectiveness studies in terms of “elasticities” (the increments in school input factors needed to attain a specified increment on the outcome variable) are quite innovative with respect to the state of the art methodology used in school effectiveness research in OECD-countries.
The research outcomes of the studies summarized in table 12 confirm the importance of equipment (textbooks) and the human resource factor (teacher training) for schooling in developing countries. From the limited set of studies that have looked more inside the black-box of schooling no convincing pattern of significant impact of the school organizational and instructional variables emerges. In the next section a more detailed discussion of this sub-set of studies is given.
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