Short-run Learning Dynamics under a Test-based Accountability System : Evidence from Pakistan

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dc.creatorBarrera-Osorio, Felipe
dc.creatorRaju, Dhushyanth
dc.date2012-03-19T18:42:38Z
dc.date2012-03-19T18:42:38Z
dc.date2010-11-01
dc.date.accessioned2026-07-01T01:13:11Z
dc.descriptionLow student learning is a common finding in much of the developing world. This paper uses a relatively unique dataset of five semiannual rounds of standardized test data to characterize and explain the short-term changes in student learning. The data are collected as part of the quality assurance system for a public-private partnership program that offers public subsidies conditional on minimum learning levels to low-cost private schools in Pakistan. Apart from a large positive distributional shift in learning between the first two test rounds, the learning distributions over test rounds show little progress. Schools are ejected from the program if they fail to achieve a minimum pass rate in the test in two consecutive attempts, making the test high stakes. Sharp regression discontinuity estimates show that the threat of program exit on schools that barely failed the test for the first time induces large learning gains. The large change in learning between the first two test rounds is likely attributable to this accountability pressure given that a large share of new program entrants failed in the first test round. Schools also qualify for substantial annual teacher bonuses if they achieve a minimum score in a composite measure of student test participation and mean test score. Sharp regression discontinuity estimates do not show that the prospect of future teacher bonus rewards induces learning gains for schools that barely did not qualify for the bonus.
dc.formatapplication/pdf
dc.formattext/plain
dc.identifierhttp://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20101101161208
dc.identifierhttps://hdl.handle.net/10986/3946
dc.identifierhttps://doi.org/10.1596/1813-9450-5465
dc.identifier.urihttp://hdl.handle.net/123456789/416216
dc.languageEnglish
dc.relationPolicy Research working paper ; no. WPS 5465
dc.rightsCC BY 3.0 IGO
dc.rightshttp://creativecommons.org/licenses/by/3.0/igo/
dc.rightsWorld Bank
dc.subjectACADEMIC YEAR
dc.subjectACADEMIC YEARS
dc.subjectACCESS TO SCHOOLING
dc.subjectASSESSMENT SYSTEM
dc.subjectATTENDANCE RATE
dc.subjectATTENDANCE RECORDS
dc.subjectATTENDANCE REQUIREMENT
dc.subjectAVERAGE TREATMENT EFFECT
dc.subjectBINDING
dc.subjectBLACKBOARDS
dc.subjectBOARD OF DIRECTORS
dc.subjectCLASSROOM
dc.subjectCLASSROOM MANAGEMENT
dc.subjectCLASSROOM SPACE
dc.subjectCLASSROOMS
dc.subjectCOMPUTER SCIENCE
dc.subjectCURRICULUM
dc.subjectDEGREES
dc.subjectEDUCATION ASSESSMENT
dc.subjectEDUCATION SYSTEM
dc.subjectEDUCATION SYSTEMS
dc.subjectENROLLMENT FIGURES
dc.subjectENROLLMENT INCREASES
dc.subjectEQUITABLE ACCESS
dc.subjectEXPENDITURES
dc.subjectFORMAL SCHOOLING
dc.subjectGENDER PARITY
dc.subjectGIRLS
dc.subjectGIRLS ENROLLMENT
dc.subjectHIGHER LEVELS OF EDUCATION
dc.subjectHOMEWORK
dc.subjectHUMAN DEVELOPMENT
dc.subjectILLITERACY
dc.subjectINDEXES
dc.subjectLEARNERS
dc.subjectLEARNING
dc.subjectLEARNING LEVELS
dc.subjectLEARNING OUTCOMES
dc.subjectLET
dc.subjectLEVELS OF EDUCATION
dc.subjectLITERATURE
dc.subjectMATHEMATICS
dc.subjectMIDDLE SCHOOLS
dc.subjectNATIONAL CURRICULUM
dc.subjectNATIONAL EDUCATION
dc.subjectNUMBER OF SCHOOLS
dc.subjectNUMBER OF STUDENTS
dc.subjectNUMBER OF TEACHERS
dc.subjectNUTRITION
dc.subjectPAPERS
dc.subjectPASS RATE
dc.subjectPHYSICAL INFRASTRUCTURE
dc.subjectPRIMARY SCHOOL
dc.subjectPRIMARY SCHOOLS
dc.subjectPRIVATE SCHOOL
dc.subjectPRIVATE SCHOOLING
dc.subjectPRIVATE SCHOOLS
dc.subjectPUBLIC EDUCATION
dc.subjectPUBLIC FUNDS
dc.subjectPUBLIC SCHOOL
dc.subjectPUBLIC SCHOOL SYSTEM
dc.subjectPUBLIC SCHOOL TEACHER
dc.subjectPUBLIC SCHOOL TEACHERS
dc.subjectPUBLIC SCHOOLS
dc.subjectQUALITY ASSURANCE
dc.subjectQUALITY OF EDUCATION
dc.subjectQUALITY STANDARDS
dc.subjectRURAL AREAS
dc.subjectRURAL CHILDREN
dc.subjectSCHOOL COUNTERPARTS
dc.subjectSCHOOL EDUCATION
dc.subjectSCHOOL EFFECTIVENESS
dc.subjectSCHOOL EFFECTS
dc.subjectSCHOOL ENROLLMENT
dc.subjectSCHOOL HOURS
dc.subjectSCHOOL INSPECTIONS
dc.subjectSCHOOL LEVEL
dc.subjectSCHOOL MANAGEMENT
dc.subjectSCHOOL PARTICIPATION
dc.subjectSCHOOL QUALITY
dc.subjectSCHOOL SIZE
dc.subjectSCHOOL TEACHER
dc.subjectSCHOOL TEACHERS
dc.subjectSCHOOL VOUCHERS
dc.subjectSECONDARY EDUCATION
dc.subjectSECONDARY EDUCATION SYSTEM
dc.subjectSECONDARY SCHOOL
dc.subjectSECONDARY SCHOOLS
dc.subjectSMALL SCHOOLS
dc.subjectSTANDARDIZED TESTS
dc.subjectSTUDENT ACHIEVEMENT
dc.subjectSTUDENT ATTENDANCE
dc.subjectSTUDENT LEARNING
dc.subjectSTUDENT PERFORMANCE
dc.subjectSTUDENT SCORES
dc.subjectSTUDENT SUBSIDIES
dc.subjectSTUDENT SUBSIDY
dc.subjectSUBJECT SPECIALIST
dc.subjectSUBJECT SPECIALISTS
dc.subjectSUBJECTS
dc.subjectSYLLABI
dc.subjectTEACHER
dc.subjectTEACHER ABSENTEEISM
dc.subjectTEACHER CREDENTIALS
dc.subjectTEACHER INCENTIVES
dc.subjectTEACHER PERFORMANCE
dc.subjectTEACHER QUALITY
dc.subjectTEACHER SALARIES
dc.subjectTEACHER TRAINING
dc.subjectTEACHERS
dc.subjectTEACHING
dc.subjectTEACHING EXPERIENCE
dc.subjectTEACHING TOOLS
dc.subjectTEST ADMINISTRATION
dc.subjectTEST SCORES
dc.subjectTEXTBOOK
dc.subjectTEXTBOOK BOARD
dc.subjectTEXTBOOKS
dc.subjectTRAINING COURSES
dc.subjectTUITION
dc.subjectTUITION PAYMENTS
dc.subjectTUTORING
dc.subjectUNIVERSITY EDUCATION
dc.subjectVERNACULAR LANGUAGE
dc.titleShort-run Learning Dynamics under a Test-based Accountability System : Evidence from Pakistan

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