BRIEF

Understanding the Dynamics of Information for Accountability

October 3, 2016



Providing parents with frequent and regular information about their children’s schooling is potentially a lost-cost way to improve learning outcomes. But what’s the most effective way to structure these information campaigns? How often does information need to be delivered in order for there to be real change in teacher behavior, school management and student learning? This evaluation will provide education experts with evidence on the effectiveness of providing information on how well schools are doing academically.

Research area: Education

Country: Nigeria

Evaluation Sample: 120 schools

Timeline: 2014 - 2018

Intervention: Information campaign 

Researchers: Olatunde Adekola, World Bank; Marie-Helene Cloutier, World Bank; Robert Garlick, Duke University; M Abul Azad Alam, World Bank

 

Context

Nigeria has launched key reforms in education, including a program making basic education compulsory. Despite that, enrollment rates, especially among the poorest families, are still insufficient in basic and secondary education, and the quality of schooling remains low. In 2006, as part of a new round of reforms, the government unveiled a 10-year plan to improve access, equity and quality in education. One initiative, aimed at high schools, will give parents information about the academic performance of their children’s school through meetings and other channels. The target population is senior secondary school students – in 10th through 12th grades -- in Ekiti State, Nigeria. Information will be delivered to parents using a combination of school meetings, flyers, text messages and phone calls. The academic performance of the school will be measured through results on state exams and special exercises.

2014 - 2018

2014 - 2018


Image
Photo: World Bank

Intervention/evaluation

The randomized controlled trial has two treatment groups and one control group. Households linked to schools in the high-frequency treatment group will receive information each month, while those in the standard treatment group will receive information each semester. Households linked to schools in the control group will receive no information. The evaluation examines the impact of this initiative on student performance, as well as on parent, teacher and school behavior.