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Does Community Management Help Keep Children in Schools? Evidence Using Panel Data from El Salvador's EDUCO Program

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  • Emmanuel Jimenez
  • Yasuyuki Sawada

Abstract

This article investigates how community management of schools can affect educational outcomes as measured by retention rates. In our model, parents make decisions about whether or not their children should remain in school, and they monitor the performance of the teachers. We analyze a unique data set from El Salvador, which expanded the role of communities in school management through its Educación con Participación de la Comunidad (EDUCO) program. While we use nonrandomized data, we carefully examine biases arising from endogenous program placements and program self-selection. We find that EDUCO had a positive and robust influence on students, encouraging them to continue their schooling. Our results suggest that community participation, a better classroom environment, and careful teacher management are largely responsible for the positive effect of the EDUCO program. We conclude that in El Salvador the decentralization of responsibilities to communities seems to have had significant positive effects on school continuation.

Suggested Citation

  • Emmanuel Jimenez & Yasuyuki Sawada, 2014. "Does Community Management Help Keep Children in Schools? Evidence Using Panel Data from El Salvador's EDUCO Program," Economic Development and Cultural Change, University of Chicago Press, vol. 62(2), pages 307-338.
    • Handle: RePEc:ucp:ecdecc:doi:10.1086/674096
    DOI: 10.1086/674096
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    2. Atuhurra, Julius F., 2016. "Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya," International Journal of Educational Development, Elsevier, vol. 49(C), pages 234-246.
    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. 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.
    5. repec:wbk:wboper:21805 is not listed on IDEAS
    6. Leer, Jane, 2016. "After the Big Bang: Estimating the effects of decentralization on educational outcomes in Indonesia through a difference-in-differences analysis," International Journal of Educational Development, Elsevier, vol. 49(C), pages 80-90.

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