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

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cg.authorship.typesCGIAR single centreen
cg.authorship.typesCGIAR and developing country instituteen
cg.contributor.crpPolicies, Institutions, and Markets
cg.contributor.donorInternational Growth Centreen
cg.contributor.donorUnited States Agency for International Developmenten
cg.contributor.donorLahore University of Management Sciencesen
cg.contributor.donorUniversity of Oxforden
cg.coverage.countryPakistan
cg.coverage.iso3166-alpha2PK
cg.coverage.regionSouthern Asia
cg.coverage.regionAsia
cg.creator.identifierNaureen Karachiwalla: 0000-0001-6662-106X
cg.creator.identifierKatrina Kosec: 0000-0002-5126-5215
cg.identifier.doihttps://doi.org/10.2499/p15738coll2.134215en
cg.identifier.projectIFPRI - Pakistan Agricultural Capacity Enhancement Program
cg.identifier.projectIFPRI - Development Strategy and Governance Division
cg.identifier.projectIFPRI - Poverty, Health, and Nutrition Division
cg.identifier.publicationRankNot ranked
cg.number1987en
cg.placeWashington, DCen
cg.reviewStatusInternal Reviewen
dc.contributor.authorKarachiwalla, Naureenen
dc.contributor.authorKosec, Katrinaen
dc.contributor.authorAsad, Saheren
dc.contributor.authorHabib, Masoomaen
dc.contributor.authorLeaver, Clareen
dc.contributor.authorur Rehman, Attiqueen
dc.date.accessioned2024-05-22T12:15:17Zen
dc.date.available2024-05-22T12:15:17Zen
dc.identifier.urihttps://hdl.handle.net/10568/143573
dc.titleCoaching, not monitoring? Insights from a school accountability reform in Pakistanen
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
dcterms.accessRightsOpen Access
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
dcterms.extent40 p.en
dcterms.isPartOfIFPRI Discussion Paperen
dcterms.issued2020-12-01
dcterms.languageen
dcterms.publisherInternational Food Policy Research Instituteen
dcterms.replaceshttps://ebrary.ifpri.org/digital/collection/p15738coll2/id/134215en
dcterms.subjecteducationen
dcterms.subjectservicesen
dcterms.subjectreformsen
dcterms.subjectcapacity developmenten
dcterms.subjectschoolsen
dcterms.subjectaccountabilityen
dcterms.typeWorking Paper

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