Researchers are currently evaluating many innovative systems-level approaches to improving school management and accountability in different contexts around the world. How can researchers collaborate with educators and policymakers to produce research that builds the body of evidence on school management and accountability while also helping policymakers make improved policy decisions in contexts of limited resources?
On June 2, 2020, IPA hosted a webinar titled, "From Research to Policy in School Management and Accountability: Rigorous Evidence from Randomized Evaluations," the second in a three-part webinar series on rigorous evidence in education, from preparing young adults for the workforce to early childhood education to school management. For more information about the first webinar in this series, on rigorous evidence in youth employment, please visit this webpage.
This webinar presented a wide-ranging and practical analysis of various approaches to improving school management and accountability, and thereby the quality of education. Sarah Kabay discussed the effect of a participatory school scorecard program in Uganda, where local actors were trained to monitor issues at their school, and each school chose which issues to include on its scorecard. Adrienne M. Lucas highlighted a program in Ghana that evaluated whether increased managerial engagement from headteachers and circuit supervisors increased the likelihood that teachers implemented targeted instruction in their classrooms. Finally, Juan Manuel Hernández-Agramonte explained the results of a program that nudged school managers, via text message alerts, to use funds appropriately and be accountable for completing maintenance work on time. Heidi McAnnally-Linz hosted the webinar and moderated a discussion and Q&A following the presentations, which covered how the evidence can inform policy.