
Contents
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6.1. Introduction 6.1. Introduction
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6.2. Improving Educational Outcomes: School Inputs and School Management 6.2. Improving Educational Outcomes: School Inputs and School Management
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6.3. School Decentralization 6.3. School Decentralization
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6.3.1 Theoretical Framework. 6.3.1 Theoretical Framework.
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6.3.2 Review of the Empirical Literature. 6.3.2 Review of the Empirical Literature.
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6.4. Tracking 6.4. Tracking
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6.4.1 A Model of Tracking. 6.4.1 A Model of Tracking.
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6.4.2 Review of the Empirical Literature. 6.4.2 Review of the Empirical Literature.
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6.5. Teacher Incentives 6.5. Teacher Incentives
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6.5.1 Theoretical Framework. 6.5.1 Theoretical Framework.
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6.5.2 Review of the Empirical Literature. 6.5.2 Review of the Empirical Literature.
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6.5.3 Contract Teachers. 6.5.3 Contract Teachers.
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6.6. Complementary Interventions 6.6. Complementary Interventions
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6.7. Conclusions 6.7. Conclusions
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Acknowledgments Acknowledgments
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Appendix 6A. Solution to the Decentralized Problem Appendix 6A. Solution to the Decentralized Problem
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Notes Notes
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References References
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6 School Management in Developing Countries
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Published:December 2013
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Abstract
This chapter reviews recent empirical evaluations of three school-management interventions: school decentralization, tracking and teacher incentives. It provides stylized models to organize the discussion of the results. It considers the average and distributional effects of the policies and stresses the possible importance of complementary interventions aimed at reducing inequality when the programs are cost-effective but engender greater benefits to the best students. The results are compared across non-experimental, quasi-experimental and experimental studies, and argue, not surprisingly, that a solid identification strategy is critical to getting the policy recommendations right. Finally, the chapter identifies some unresolved issues that future research should address.
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