The Liberian Education Advancement Partnership (LEAP), originally known as Partnership Schools for Liberia (PSL), began in 2016 with 93 public schools, and has since expanded to an additional 101 schools. The model is similar to charter schools in the United States or academies in the United Kingdom. LEAP schools remain public schools, charge no fees, and are staffed by public school teachers, but each school is managed by one of eight private contractors, including three for-profit companies and five charities which have taken responsibility for everything from teacher in-service training to fixing leaks in the roof.
While originally motivated by the government’s desire to improve test scores, the initiative has been dogged by the expulsion of students by private operators, an alleged coverup of sexual abuse of minors, and cost overruns.
This brief summarizes the results of a three-year randomized control trial, comparing outcomes for children in LEAP schools to those in regular government schools through March-May 2019. We highlight impacts on four dimensions: access, learning, sustainability, and child safety. Results vary enormously across operators, and the overall picture for some operators looks much better (or worse) than the average.
Read the full paper here.
Globally, violence against women is a leading cause of premature death and morbidity for women and almost one-third of women report experiencing intimate partner violence (IPV) or sexual violence by a non-partner at some point in their life. Yet rigorous evidence on scalable and effective ways to reduce IPV is limited, in part because measuring IPV is challenging. Current standards of practice for reducing gender-based violence are also relatively limited in scope, focusing mainly on changing gender norms. Designing and testing new approaches has the potential to yield more effective solutions. IPA’s Intimate Partner Violence Initiative, a partnership with the International Rescue Committee, exists to address these challenges. The initiative designs and tests innovative solutions to IPV, leverages existing research to identify factors that contribute to IPV and works to address methodological and measurement challenges in violence research and related fields. With our academic and implementing partners, IPA has identified a number of effective solutions, including mass media campaigns, coupling women’s economic empowerment with gender dialogue, and teaching secondary school students soft skills. Results from several initiative-supported studies are forthcoming. Further research will be needed to validate results in new contexts and at scale, and to design and evaluate new ideas.
Over the past two decades, sports programs have proliferated as a mode of engaging youth in development projects. Thousands of organizations, millions of participants, and hundreds of millions of dollars are invested in sports-based development programs each year. The underlying belief that sports promote socioemotional skills, improve psychological well-being, and foster traits that boost labor force productivity has provided motivation to expand funding and offerings of sport for development (SFD) programs. We partnered with an international NGO to randomly assign 1200 young adults to a sports and life skills development program. While we do not see evidence of improved psychosocial outcomes or resilience, we do find evidence that the program caused a 0.12 standard deviation increase in labor force participation. Secondary analysis suggests that the effects are strongest among those likely to be most disadvantaged in the labor market.
Can outsourcing improve government services in fragile states? To answer this question, we present results from a field experiment to study the Partnership Schools for Liberia program. This program delegated management of 93 public schools — staffed by government teachers and run free of charge to students — to private providers. We randomly assigned treatment at the school level and sampled students from pre-treatment enrollment records to identify the effectiveness of the treatment without confounding the effect of endogenous sorting of pupils into schools. After one academic year, students in outsourced schools scored .18σ higher in English and mathematics than students in control schools. Private providers improved significantly reduced teacher absenteeism (“better management”), but also spent more per student and employed more teachers than control schools (“extra resources”). Non- experimental mediation analysis suggests better management and extra resources played roughly equal roles in improving student performance. Our design allows us to study heterogeneity across providers: While the highest-performing providers generated increases in learning of 0.26σ, the lowest-performing had no impact on learning. In line with program rules, there is no evidence that providers engaged in selective admissions, which was explicitly prohibited. However, one provider shifted pupils from oversubscribed schools and underperforming teachers to other government schools. This provider was the only one whose funding was not linked to the number of students enrolled, and whose contract did not forbid direct dismissal of teachers. These results suggest that using the private sector to improve government services in fragile states is promising, but also highlight the importance of procurement rules and contracting details in aligning public and private interests.
“Partnership Schools” are free, public schools managed by private operators. After one year, public schools managed by private operators raised student learning by 60 percent compared to standard public schools. But costs were high, performance varied across operators, and contracts authorized the largest operator to push excess pupils and under-performing teachers into other government schools. Read the full paper here.