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Student Outcomes in Philippine Elementary Schools: An Evaluation of Four Experiments

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Author Info

  • Tan, Jee-Peng
  • Lane, Julia
  • Lassibille, Gerard

Abstract

Policymakers in most developing countries are concerned about high dropout rates and poor student learning in primary education. The government of the Philippines initiated the Dropout Intervention Program in 1990-92 as part of its effort to address these issues. Under this program, four experimental interventions were randomly assigned to 20 schools in selected low-income areas. Pre- and post-intervention data were collected from these schools, as well as from 10 control schools, in order to evaluate the program's impact on dropout behavior and student learning. The economic justification for replication appears to be strongest for the interventions that provided teachers with learning materials, which helped them to pace lessons according to students' differing abilities, and that initiated parent-teacher partnerships, which involved parents in the schooling of their children. The justification was weakest for the school feeding intervention. In addition to the results specific to the Philippines, this research demonstrates the feasibility of monitoring and evaluating interventions in the education sector in other developing countries, including the use of randomized control designs. Copyright 1999 by Oxford University Press.

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Bibliographic Info

Article provided by World Bank Group in its journal World Bank Economic Review.

Volume (Year): 13 (1999)
Issue (Month): 3 (September)
Pages: 493-508

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Handle: RePEc:oup:wbecrv:v:13:y:1999:i:3:p:493-508

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Cited by:
  1. Glewwe, Paul, 2001. "Schools, Skills And Economic Development: Education Policies, Student Learning And Socioeconomic Outcomes In Developing Countries," Bulletins 12969, University of Minnesota, Economic Development Center.
  2. Courtney Monk & Geeta Kingdon, 2010. "Health, Nutrition and Acadmic Achievement: New Evidence from India," Economics Series Working Papers CSAE WPS/2010-14, University of Oxford, Department of Economics.
  3. Maria Kuecken & Marie-Anne Valfort, 2013. "When do textbooks matter for achievement? Evidence from African primary schools," Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) halshs-00828418, HAL.
  4. Kuecken, Maria & Valfort, Marie-Anne, 2013. "When do textbooks matter for achievement? Evidence from African primary schools," Economics Letters, Elsevier, vol. 119(3), pages 311-315.
  5. World Bank, 2008. "World Development Report 2007 Development and the Next Generation," Working Papers id:1755, eSocialSciences.
  6. Bruno Martorano & Chris De Neubourg & Marco Sanfilippo & UNICEF Innocenti Research Centre, 2012. "The Impact of Social Protection on Children: A review of the literature," Innocenti Working Papers inwopa666, UNICEF Innocenti Research Centre.
  7. Vermeersch, Christel & Kremer, Michael, 2005. "Schools meals, educational achievement and school competition: evidence from a randomized evaluation," Policy Research Working Paper Series 3523, The World Bank.
  8. World Bank, 2002. "Brazil : Growth and Poverty Reduction in Pernambuco," World Bank Other Operational Studies 15444, The World Bank.

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