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Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras

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  • Emanuela Di Gropello
  • Jeffery Marshall

Abstract

We analyze the effectiveness of the Programa Hondureno de Educacion Comunitaria (PROHECO) community school program in rural Honduras. The data include standardized tests and extensive information on school, teacher, classroom and community features for 120 rural schools drawn from 15 states. Using academic achievement decompositions we find that PROHECO schools do a better job of maximizing teacher effort and involving parents in the school, both of which translate into higher levels of achievement. But these efficiency advantages are offset (to some degree) by lower levels of teacher experience, training, parental education, as well as a reliance on smaller class sizes. The results help extend the community school and school based management (SBM) literatures by identifying plausible mechanisms in the chain linking increased community involvement with better student outcomes, while also highlighting the importance of local capacity.

Suggested Citation

  • Emanuela Di Gropello & Jeffery Marshall, 2011. "Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras," Education Economics, Taylor & Francis Journals, vol. 19(2), pages 161-180.
    • Handle: RePEc:taf:edecon:v:19:y:2011:i:2:p:161-180
    DOI: 10.1080/09645290902992816
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    Cited by:

    1. World Bank, 2013. "Honduras Public Expenditure Review : Towards Restoring Fiscal Consolidation [Honduras - Análisis del gasto público : hacia el restablecimiento de la consolidación fiscal]," World Bank Publications - Reports 17364, The World Bank Group.
    2. Virgi A. Sari, 2019. "Educational Assistance and Education Quality in Indonesia: The Role of Decentralization," Population and Development Review, The Population Council, Inc., vol. 45(S1), pages 123-154, December.
    3. Panchali Guha, 2022. "The effects of school‐based management on Indian government schools," Review of Development Economics, Wiley Blackwell, vol. 26(4), pages 2090-2108, November.
    4. Okitsu, Taeko & Edwards, D. Brent, 2017. "Policy promise and the reality of community involvement in school-based management in Zambia: Can the rural poor hold schools and teachers to account?," International Journal of Educational Development, Elsevier, vol. 56(C), pages 28-41.
    5. David K Evans & Fei Yuan, 2022. "What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls," The World Bank Economic Review, World Bank, vol. 36(1), pages 244-267.
    6. Trani, Jean-Francois & Zhu, Yiqi & Bechara, Saria & Bakhshi, Parul & Kaplan, Ian & Babulal, Ganesh & Zha, Wenqing & Rawab, Hashim & Brown, Derek & Raghavan, Ramesh, 2025. "The impact of a participatory intervention to improve learning outcomes and reduce school-based discrimination and community stigma in primary rural schools of Afghanistan: A cluster control randomized trial," International Journal of Educational Development, Elsevier, vol. 118(C).
    7. Panchali Guha, 2023. "School committee composition: Exploring the role of parental and female representation in India," Development Policy Review, Overseas Development Institute, vol. 41(3), May.
    8. Manzoor Ahmed & Abdul Qayyum, 2023. "Decentralisation’s Effects on Health: Theory and Evidence from Balochistan, Pakistan," The Pakistan Development Review, Pakistan Institute of Development Economics, vol. 62(3), pages 331-356.
    9. Virgi Sari, 2018. "Educational assistance and education quality in Indonesia: The role of decentralization," WIDER Working Paper Series 037, World Institute for Development Economic Research (UNU-WIDER).

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