2017年-世界发展银行全球_Introducing_a_Performance-Based_School_Grant_in_Jakarta___What_Do_We_Know_about_Its_Impact_after_Two_Years__43页_1mb

Summary of "Introducing a Performance-Based School Grant in Jakarta: What Do We Know about Its Impact after Two Years?"

Core Content

This paper evaluates the early impact of introducing a performance-based component into Jakarta's school grant program on student learning outcomes. The study focuses on government primary and junior secondary schools and uses administrative data along with difference-in-differences and regression discontinuity methods to assess the program's effects.

Main Findings

• Performance-Based School Grants in Jakarta: The program was introduced in 2014 to incentivize schools to improve learning outcomes by linking grant allocations to performance metrics.

• Impact on Learning Outcomes:

  • The program improved learning outcomes for government primary schools at the bottom of the performance distribution.
  • It narrowed performance gaps across schools for primary schools.
  • However, the improvements in equity were driven by negative impacts on better performing primary schools.
  • Overall, the program reduced primary examination scores, albeit by a small amount.
  • For government junior secondary schools, the performance component improved examination scores, particularly among high-performing schools, thereby widening performance gaps.

• Program Design Features:

  • Schools with higher performance were more likely to receive the performance award.
  • The performance improvements required to secure the award were lower for high-performing schools.
  • The performance component was not associated with significant additional improvements in learning outcomes beyond the announcement effect.

• Resource Allocation:

  • The additional funds from the performance component did not lead to significant improvements in learning outcomes.
  • The announcement effect appeared to be more influential than the actual additional funding.

Key Information

• Program Context: Jakarta's school grants program was modeled after the national BOS (Bantuan Operasional Sekolah) program, which provides funding based on a fixed per-student amount.
• Performance Metrics: The performance component was based on average examination scores and percentage point improvements over the last two years (2013 and 2014).
• Grant Allocation: The top 25% of schools in each district were awarded the performance grant in 2015. The grant was 20% of the basic allocation.
• Data Sources: The study used administrative data from the Jakarta government, including UN examination scores and education management information systems.
• Challenges: The integrity of the UN examination process is questionable due to cheating and non-comparable scores over time, which limits the reliability of the findings.

Main Research Questions and Empirical Strategy

Research Questions

1. What impact did the introduction of the performance grant have on student learning in all eligible schools?
2. Was the impact of the program different for high and low performing schools?
3. What impact did the additional funds have on student learning in schools that received the performance component?

Empirical Strategy

• Difference-in-Differences (DD) Approach: Compares changes in educational outcomes between Jakarta government schools and non-government schools before and after the introduction of the performance component.
• Regression Discontinuity: Exploits differences in program coverage and changes in test scores between schools that received the performance award and those that did not.
• Comparison Groups: The paper uses government and non-government schools as comparison groups to assess the impact of the performance-based grant.

Implications and Suggestions

• The performance component created stronger incentives for high-performing junior secondary schools, but incentivized inequality in primary schools.
• The announcement effect seems to be more important than additional funding in driving improvements in learning outcomes.
• The paper suggests that education information systems should be strengthened to improve feedback loops between research and policy.
• It highlights the need for more robust monitoring and evaluation mechanisms to ensure that performance-based funding leads to equitable improvements in learning outcomes.

Conclusion

The introduction of a performance-based school grant in Jakarta had mixed impacts on learning outcomes. While it improved scores in junior secondary schools, it inadvertently worsened equity in primary schools. The effectiveness of the program was largely due to announcement effects rather than additional resources, indicating the need for more transparent and equitable performance metrics and better monitoring systems to ensure that performance-based funding achieves its intended goals.