Making Schools Work.

By Barb Bruns, D. Filmer, Harry Anthony Patrinos *. 2011

382 citations recorded by the source corpus.

This book is about the threats to education quality that cannot be explained by lack of resources. It reviews service delivery failures in education: cases where programs and policies increase inputs to education but do not produce effective services where it counts in the classroom. It documents what we know about the extent and costs of such failures. It argues that a root cause of low-quality and inequitable public services is the weak accountability of providers to both their supervisors and clients. The central focus of the book is that countries are increasingly adopting innovative strategies to attack these problems. Drawing on new evidence from 22 rigorous evaluations in 11 countries, this book examines how strategies to strengthen accountability relationships in school systems have affected schooling outcomes. The book provides a succinct review of the rationale and impact evidence for three key lines of reform: (1) policies that use the power of information to strengthen the ability of students and their parents to hold providers accountable for results; (2) policies that promote schools' autonomy to make key decisions and control resources; and (3) teacher incentives reforms that specifically aim at making teachers more accountable for results.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/4bf754b726f8255c5eff697ce561a6014bd5590b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

The Politics of Public Services: A Service Characteristics Approach (2015, background): “Some tasks within services, for example vaccination, are rela- tively straightforward to measure and monitor because they can be standardized (Bruns et al., 2011).”
School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools (2012, neutral): “See Bruns et al. (2011) for a review. curriculum that may be distant from the child’s level of preparation (see Banerjee et al., 2007, Glewwe et al., 2009, and Duflo et al., 2011).”
The Effectiveness of Foreign Aid to Education: What Can Be Learned? (2016, background): “The World Bank reviewed some of the available evidence on these interventions in (Bruns et al., 2011) and found more mixed impact on learning achievement, as opposed to attendance. Masino and Niño-Zarazúa (2016) in this Issue conducted a systematic review on experimental and quasiexperimental eviden”
Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA (2011, background): “Bruns, Filmer, and Patrinos (2011) provide a thoughtful review of the topic in developing countries, focusing on several evaluations of recent decentralization programs, mostly conducted by the World Bank.”