Education and Literacy;International Development
Effective, evidence-based policies on post-primary education are of vital importance as many developing countries start to the see a bulge in secondary and postsecondary enrollment, the product of the achievement of near-universal access to primary school. Finding ways to deliver and promote access to high-quality post-primary education, and to ensure that education is relevant to labor market needs, is one of the great challenges of our times. This must be accomplished in countries where governments face severe budget constraints and many, of not most, parents are too poor to cover the costs out of pocket.
International reports such as "A Global Compact on Learning", by the Center for Universal Education at the Brookings Institution, emphasize providing opportunities for post-primary education as a first-tier policy challenge. In addition, there has been considerably less progress in gender parity at the secondary level. Meeting these challenges will require a combination of using existing resources more effectively -- which requires both understanding which inputs are key and which are not -- and a range of innovations that may fundamentally alter the current methods of instruction.
To that end, the Abdul Latif Jameel Poverty Action Lab (J-PAL) has launched a Post-Primary Education Initiative intended to promote policy-relevant research on secondary and post-secondary education in developing countries, which together will be referred to as post-primary education. This paper is a first step in that process. It reviews the evidence to date on post-primary education and highlight the gaps in the literature, with a focus on identifying policies that should be given the highest priority for future research
Different countries define primary and secondary schooling differently, and in many countries students attend middle schools, upper primary schools, or junior secondary schools before attending secondary school. For the purpose of this review, "post-primary education" includes everything from upper primary, middle, or junior secondary school through tertiary education, as defined by the local context in different countries, including vocational school and other alternative tracks for this age group. In practice, this means that in the research reviewed, the majority of children are in 5th grade (i.e. 10-11 years old) and older.
The review is organized as follows. Section II provides some background on postprimary education in the developing world. Section III explains how papers were selected for this review. Section IV presents a conceptual framework for thinking about postprimary education (PPE), including a brief discussion of measuring outcomes. Section V reviews the evidence pertaining to the demand for schooling (the impact of policies that attempt to increase the willingness of households to send their children to school), and Section VI reviews the evidence on the supply of schooling (the impact of policies that change school and teacher characteristics, and more generally how schools are organized). A final section summarizes the findings, highlighting several research gaps that should receive high priority in future research.
August 1970
Geographic Focus:
In recent years, 'continuous improvement' has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education.
This white paper attempts to map the landscape of this terrain by identifying and describing organizations engaged in continuous improvement, and by highlighting commonalities and differences among them. The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study. Through the analysis, six common themes that characterize all three types of organizations (e.g., leadership and strategy, communication and engagement, organizational infrastructure, methodology, data collection and analysis, and building capacity) are enumerated.
This white paper makes four concluding observations. First, the three case studies provide evidence of organizations conducting continuous improvement work in the field of education, albeit at different levels and in different ways. Second, entry points to continuous improvement work are not mutually exclusive, but are nested and, hence, mutually informative and comparative. Third, continuous improvement is not synonymous with improving all organizational processes simultaneously; rather, research and learning cycles are iterative and gradual in nature. Fourth, despite being both iterative and gradual, it is imperative that improvement work is planned and undertaken in a rigorous, thoughtful, and transparent fashion.
August 1970
Geographic Focus: North America-United States (Southern)-Maryland-Montgomery County, North America-United States (Midwestern)-Wisconsin-Waukesha County-Menomonee Falls, North America-United States (Midwestern)-Ohio-Hamilton County-Cincinnati
Dual enrollment in high school is viewed by many as one mechanism for increasing college admission and completion of low-income students. However, little evidence demonstrates that these students discretely benefit from dual enrollment and whether these programs narrow attainment gaps vis-à-vis students from middle-class or affluent family backgrounds. Using the National Education Longitudinal Study (N = 8,800), this study finds significant benefits in boosting rates of college degree attainment for low-income students while holding weaker effects for peers from more affluent backgrounds. These results remain even with analyses from newer data of college freshman of 2004. This report conducts sensitivity analyses and found that these results are robust to relatively large unobserved confounders. However, expanding dual enrollment programs would modestly reduce gaps in degree attainment.
August 1970
Geographic Focus: North America / United States
The "Bennett Hypothesis" is the theory that : The availability of federal loans -- particularly subsidized loans offering a below-market interest rate and payment of interest as long as the student is enrolled in school -- provides "cover" for colleges to raise their prices, because students can offset a price increase, or at least a portion of that increase, with federal loans.
This report examines research that attempts to prove or disprove the Bennett Hypothesis, with a focus primarily on the impact of federal grants and loans on college and university tuition price increases. Section two presents a brief overview of federal student financial aid programs, recent trends in tuition prices, and the economic theory behind financial aid and tuition prices. Section three reviews some of the research that has analyzed the veracity of the Bennett Hypothesis over the years.
Section three also describes studies with similar methodologies but contrary findings. The research suffers from limitations in the data used, particularly in the measures of federal aid used as predictors. There are also limitations in the data analysis methodologies employed, including the researchers' inability to fully control for all of the complex factors that go into the decisions that institutions make when determining tuition prices. More details about these issues are presented in this section. The final section summarizes what this body of research tells us about the relationship between federal student aid and tuition prices.
August 1970
Geographic Focus: North America / United States
Minnesota public education -- from preschool to college and everything in between -- is poised for a breakthrough. Education requires fundamental and systemic change to meet the needs of an increasingly competitive and global workforce, and growing diverse populations. This is the case particularly for Minnesota where great schools can prepare all kids for thriving futures.
This poll captures the opinions of over 400 teachers and hopes to bring about change that will eliminate the current situation of nation-trailing achievement gaps and high school graduation rates.
Building off of the success of MinnCAN's 2012 statewide public opinion poll, where 1,000 Minnesotans were interviewed on public education, this report takes a similar approach to dig deeper with district school teachers through a 28-question poll. The topics discussed were: effective teaching, educator evaluations, professional development and school staffing decisions.
August 1970
Geographic Focus: North America / United States (Midwestern) / Minnesota
After two decades of standards-based reform, a new education paradigm has begun to take hold -- the rise of competency education. This new vision builds on the strong foundation of new college and career ready standards, challenging stakeholders to design an education system that emphasizes mastery of content standards and the transferable skills critical to success in college and today's workforce.
A competency education system puts students at the center, replacing rigid time-based structures with flexible learning environments that ensure students receive the support and extra time they need to succeed. This highly-personalized approach provides clear, individualized pathways to student proficiency that help mobilize stakeholders around the collective goal of college and career readiness for all students.
A growing number of states and districts have begun to embrace this vision for education, leading to an explosion of new policies, pilot initiatives, and tools designed to help schools implement competencybased approaches.The success of the competency movement depends heavily on the federal government's willingness to partner with states and districts as they design education systems that put students at the center.
A true partnership will grant states the flexibility to innovate and develop equally ambitious accountability and assessment policies that better align with student centered education to ensure all students graduate with the knowledge and skills to succeed.
This paper is the first in a series to help policymakers define the appropriate role for the federal government supporting competency education in the nation's K-12 schools.
August 1970
Geographic Focus: North America / United States
Some 60 percent of the nation's 13 million community college students are unprepared for college-level courses and must enroll in at least one developmental course....[and] less than a quarter of students in developmental math courses earn a degree or credential within eight years.
Faced with a long sequence of pre-college-level, non-credit courses, often repeating math material they've failed before, half of them quit within the first few weeks of enrolling in the courses. They quit because they believe they aren't smart enough to do math, that the class itself has little relevance to their personal or academic goals, and that they don't really belong in the course or in college at all.
And because such students cannot get to graduation if they cannot get past mathematics, the result is not just a dropped class, but the end of college and the economic insecurity that often results from not earning a degree.
This report examines the success of the Pathways programs created by the Carnegie Foundation for the Advancement of Teaching which is currently being taught in 28 different community colleges nationwide. The Pathways program differs from traditional developmental math courses in that it is a yearlong class for academic credit with fewer students dropping out, most earning college credit toward graduation, and some even discovering a predilection for mathematics.
August 1970
Geographic Focus: North America / United States
Some 60 percent of the nation's 13 million community college students are unprepared for college-level courses and must enroll in at least one developmental course....[and] less than a quarter of students in developmental math courses earn a degree or credential within eight years.
Faced with a long sequence of pre-college-level, non-credit courses, often repeating math material they've failed before, half of them quit within the first few weeks of enrolling in the courses. They quit because they believe they aren't smart enough to do math, that the class itself has little relevance to their personal or academic goals, and that they don't really belong in the course or in college at all.
And because such students cannot get to graduation if they cannot get past mathematics, the result is not just a dropped class, but the end of college and the economic insecurity that often results from not earning a degree.
This report examines the success of the Pathways programs created by the Carnegie Foundation for the Advancement of Teaching which is currently being taught in 28 different community colleges nationwide. The Pathways program differs from traditional developmental math courses in that it is a yearlong class for academic credit with fewer students dropping out, most earning college credit toward graduation, and some even discovering a predilection for mathematics.
August 1970
Geographic Focus: North America / United States
