My last two blogs, Lessons on School-Based Management from a Randomized Experiment and Empowering Parents to Improve Schooling: Powerful Evidence from Rural Mexico, have focused on empowering parents to help increase accountability in schools. However, too often, decentralization programs are designed without adequately conveying the messages about their purpose to the intended audiences; or, it is done in such a way that the program is rendered useless.
Earlier this month in Doha at the World Innovation Summit for Education (WISE), Sir Fazle Hasan Abed, founder of the Bangladesh Rural Advancement Committee, well known simply as BRAC, was chosen as the first winner of the WISE Prize for Education.
In recent weeks, several articles have appeared in the main U.S. newspapers– including the Washington Post and the New York Times – discussing the potential benefits and pitfalls of the Los Angeles Times’ decision to publish performance data on individual teachers. Together with an economist, LA Times’ reporters used long-existing data on student test scores by teacher over time, to estimate individual teachers’ “value-added”, that is, the change in a student’s test score in the year that they had a specific teacher, attributing this change to the teacher’s effectiveness. They found enormous variation in the change in scores of students of particular teachers, and published the names of some teachers – both the “best” and “worst”. Further, the paper announced that it will soon release the approximate rankings of all individual teachers in LA.
Will public accountability of individual teacher performance contribute to improve education quality in Los Angeles? Is this something that other education systems around the world struggling with finding options to raise teaching quality and student learning outcomes consider?
Blogging from the United Nations Millennium Development Goals Summit in New York City.
As world leaders gathered this week at the UN for the MDG Summit, the World Bank called critical attention to the state of indigenous peoples throughout the world - who show higher poverty rates and lower schooling rates than their peers - with a session that reviewed key findings from a new global study.
There are approximately 300 million indigenous peoples in the world. They make up fewer than 5 percent of the global population, but account for about 10 percent of the poor. Nearly 80 percent of indigenous peoples in the world live in Asia. Indigenous groups in China and India alone account for more than two-thirds of the world’s indigenous population.