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Education Outcomes, School Governance and Parents'Demand for Accountability: Evidence from Albania

61 Pages Posted: 20 Apr 2016  

Danila Serra

Southern Methodist University (SMU) - Department of Economics

Abigail Barr

University of Nottingham

Truman G. Packard

World Bank - Europe and Central Asia Region; University of Oxford - Department of Economics

Date Written: April 1, 2011

Abstract

The extent to which teachers and school directors are held to account may play a central role in determining education outcomes, particularly in developing and transition countries where institutional deficiencies can distort incentives. This paper investigates the relationship between an expanded set of school inputs, including proxies for the functionality of "top-down" and "bottom-up" accountability systems, and education outputs in Albanian primary schools. The authors use data generated by an original survey of 180 nationally representative schools. The analysis shows a strong negative correlation between measures of top-down accountability and students' rates of grade repetition and failure in final examinations, and a strong positive correlation between measures of top-down accountability and students' excellence in math. Bottom-up accountability measures are correlated to various education outputs, although they tend lose statistical significance once parent characteristics, school resources and top-down accountability indicators are considered. An in-depth analysis of participatory accountability within the schools focuses on parents' willingness to hold teachers to account. Here, the survey data are combined with data from lab-type experiments conducted with parents and teachers in the schools. In general, the survey data highlight problems of limited parental involvement and lack of information about participatory accountability structures. The experiments indicate that the lack of parental participation in the school accountability system is owing to information constraints and weak institutions that allow parent class representatives to be appointed by teachers rather than elected by parents.

Keywords: Tertiary Education, Education For All, Primary Education, Teaching and Learning, Secondary Education

Suggested Citation

Serra, Danila and Barr, Abigail and Packard, Truman G., Education Outcomes, School Governance and Parents'Demand for Accountability: Evidence from Albania (April 1, 2011). World Bank Policy Research Working Paper No. 5643. Available at SSRN: https://ssrn.com/abstract=1824960

Danila Serra (Contact Author)

Southern Methodist University (SMU) - Department of Economics ( email )

Dallas, TX 75275
United States

HOME PAGE: http://faculty.smu.edu/dserra/

Abigail Margaret Barr

University of Nottingham ( email )

University Park
Nottingham, NG7 2RD
United Kingdom

Truman G. Packard

World Bank - Europe and Central Asia Region ( email )

1818 H Street
Washington, DC 20433
United States

University of Oxford - Department of Economics ( email )

Manor Road Building
Manor Road
Oxford, OX1 3BJ
United Kingdom

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