Coaching, not monitoring? Insights from a school accountability reform in Pakistan

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cg.authorship.typesCGIAR single centreen_US
cg.authorship.typesCGIAR and developing country instituteen_US
cg.contributor.crpPolicies, Institutions, and Marketsen_US
cg.contributor.donorInternational Growth Centreen_US
cg.contributor.donorUnited States Agency for International Developmenten_US
cg.contributor.donorLahore University of Management Sciencesen_US
cg.contributor.donorUniversity of Oxforden_US
cg.coverage.countryPakistanen_US
cg.coverage.iso3166-alpha2PKen_US
cg.coverage.regionSouthern Asiaen_US
cg.coverage.regionAsiaen_US
cg.creator.identifierNaureen Karachiwalla: 0000-0001-6662-106Xen_US
cg.creator.identifierKatrina Kosec: 0000-0002-5126-5215en_US
cg.identifier.doihttps://doi.org/10.2499/p15738coll2.134215en_US
cg.identifier.projectIFPRI - Pakistan Agricultural Capacity Enhancement Programen_US
cg.identifier.projectIFPRI - Development Strategy and Governance Divisionen_US
cg.identifier.projectIFPRI - Poverty, Health, and Nutrition Divisionen_US
cg.identifier.publicationRankNot rankeden_US
cg.number1987en_US
cg.placeWashington, DCen_US
cg.reviewStatusInternal Reviewen_US
dc.contributor.authorKarachiwalla, Naureenen_US
dc.contributor.authorKosec, Katrinaen_US
dc.contributor.authorAsad, Saheren_US
dc.contributor.authorHabib, Masoomaen_US
dc.contributor.authorLeaver, Clareen_US
dc.contributor.authorur Rehman, Attiqueen_US
dc.date.accessioned2024-05-22T12:15:17Zen_US
dc.date.available2024-05-22T12:15:17Zen_US
dc.identifier.urihttps://hdl.handle.net/10568/143573en_US
dc.titleCoaching, not monitoring? Insights from a school accountability reform in Pakistanen_US
dcterms.abstractWe evaluate a pilot reform of the promotion system for teachers and head teachers in Khyber Pakhtunkhwa province, Pakistan, that was implemented as a randomized controlled trial during the 2017-2018 school year. District officials were asked to visit treatment schools to monitor educator behavior and student performance passively. Educators in treatment schools were told that their relative performance on these measures would determine their promotion speed. District officials were asked to continue with 'business as usual' visits in control schools, during which they often coached educators. We find null treatment effects for all pre-registered student and educator outcomes. In-class teaching practices improved from baseline to endline, but these sizeable changes were similar in magnitude in all schools. Videos of inspection visits and follow-up interviews reveal that district officials coached teachers on these practices in all schools, indicating that they struggled to adapt their 'mental model' to the new accountability regime.en_US
dcterms.accessRightsOpen Accessen_US
dcterms.bibliographicCitationKarachiwalla, Naureen; Kosec, Katrina; Asad, Saher; Habib, Masooma; Leaver, Clare; and ur Rehman, Attique. 2020. Coaching, not monitoring? Insights from a school accountability reform in Pakistan. IFPRI Discussion Paper 1987. Washington, DC: International Food Policy Research Institute (IFPRI). https://doi.org/10.2499/p15738coll2.134215.en_US
dcterms.extent40 p.en_US
dcterms.isPartOfIFPRI Discussion Paperen_US
dcterms.issued2020-12-01en_US
dcterms.languageenen_US
dcterms.publisherInternational Food Policy Research Instituteen_US
dcterms.replaceshttps://ebrary.ifpri.org/digital/collection/p15738coll2/id/134215en_US
dcterms.subjecteducationen_US
dcterms.subjectservicesen_US
dcterms.subjectreformsen_US
dcterms.subjectcapacity developmenten_US
dcterms.subjectschoolsen_US
dcterms.subjectaccountabilityen_US
dcterms.typeWorking Paperen_US

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