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Abstract Outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to learning gains of 0.18$\sigma$ after one year, but these effects plateaued in subsequent years (reaching 0.2$\sigma$ after three years). Beyond learning gains, the programme reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse....
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After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, & Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18Iƒ after one year, and .16Iƒ after three years, equivalent to 4 words per minute additional reading...
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Liberia has one of the world's highest amounts of out-of-school children, with an estimated 15 to 20 per cent of 6-14-year-olds not attending school.Only 54 per cent of children complete primary education.Faced with these statistics, in 2016, the Liberian government outsourced the management of 93 randomly selected state schools, covering 8.6 per cent of all state school students.These schools remain under public ownership, charge no fees, and are staffed by state school teachers, but each...
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We use a field experiment in Tanzania to compare the effectiveness on learning of two teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards teachers based on multiple proficiency thresholds. Pay for Percentile can (under certain conditions) induce optimal effort among teachers, but our threshold system is easier to implement and provides teachers with clearer goals and targets. Both systems improved student test scores....
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Abstract We use a nationally representative field experiment in Tanzania to compare two teacher performance pay systems in public primary schools: a ‘pay-for-percentile’ system (a rank-order tournament) and a ‘levels’ system that features multiple proficiency thresholds. Pay for percentile can potentially induce socially optimal effort among teachers, while levels systems can encourage teachers to focus on students near passing thresholds. Despite the theoretical advantage of the tournament...
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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the...
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We use a field experiment in Tanzania to compare the effectiveness on learning of two teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards teachers based on multiple proficiency thresholds. Pay for Percentile can (under certain conditions) induce optimal effort among teachers, but our threshold system is easier to implement and provides teachers with clearer goals and targets. Both systems improved student test scores....
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In 2016, the Liberian government delegated management of 93 randomly selected public schools to private providers. Providers received US$50 per pupil, on top of US$50 per pupil annual expenditure in control schools. After one academic year, students in outsourced schools scored 0.18 σ higher in English and mathematics. We do not find heterogeneity in learning gains or enrollment by student characteristics, but there is significant heterogeneity across providers. While outsourcing appears to...
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After one year, public schools managed by private contractors in Liberia raised student learning by 60 percent, compared to standard public schools. But costs were high, performance varied across contractors, and contracts authorized the largest contractor to push excess pupils and underperforming teachers onto other government schools.
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After one year, public schools managed by private contractors in Liberia raised student learning by 60 percent, compared to standard public schools. But costs were high, performance varied across contractors, and contracts authorized the largest contractor to push excess pupils and underperforming teachers onto other government schools.
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The Results in Education for All Children (REACH) Trust Fund at the World Bank co-funded an evaluation that compared the effectiveness of two different teacher performance pay sys - tems in early primary schools in Tanzania. These performance pay systems are part of KiuFunza , an experimental teacher pay program introduced by Twaweza East-Africa, a civil society orga - nization, in collaboration with the Abdul Latif Jameel Poverty Action Lab (J-PAL), Innovations for Poverty Action (IPA) and Economic Development Initiatives (EDI).
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