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Rima Prama Artha - One of the best experts on this subject based on the ideXlab platform.

  • improving Educational Quality through enhancing community participation results from a randomized field experiment in indonesia
    Mathematica Policy Research Reports, 2013
    Co-Authors: Menno Pradhan, Daniel Suryadarma, Amanda Beatty, Maisy Wong, Arya Gaduh, Armida Alisjahbana, Rima Prama Artha
    Abstract:

    This study evaluates the effect of four randomized interventions aimed at strengthening school committees, and subsequently improving learning outcomes, in public primary schools in Indonesia.

  • improving Educational Quality through enhancing community participation results from a randomized field experiment in indonesia
    American Economic Journal: Applied Economics, 2011
    Co-Authors: Menno Pradhan, Daniel Suryadarma, Amanda Beatty, Maisy Wong, Arya Gaduh, Armida Alisjahbana, Rima Prama Artha
    Abstract:

    This study evaluates the effect of four randomized interventions aimed at strengthening school committees, and subsequently improving learning outcomes, in public primary schools in Indonesia. All study schools were randomly allocated to either a control group receiving no intervention, or to treatment groups receiving a grant plus one or a combination of three interventions: training for school committee members, a democratic election of school committee members, or facilitated collaboration between the school committee and the village council, also called linkage. Nearly two years after implementation, the study finds that measures to reinforce existing school committee structures, the grant and training interventions, demonstrate limited or no effects; while measures that foster outside ties between the school committee and other parties, linkage and election, lead to greater engagement by education stakeholders and in turn to learning. Test scores improve in Indonesian by 0.17 standard deviations for linkage and 0.22 standard deviations for linkage+election. The election intervention alone leads to changes in time household members accompany children studying per week, but this does not lead to learning. Linkage is the most cost effective intervention, causing a 0.13 change in standard deviation in Indonesian test scores for each 100 dollars (US) spent.

Ilene M Rosen - One of the best experts on this subject based on the ideXlab platform.

Menno Pradhan - One of the best experts on this subject based on the ideXlab platform.

  • improving Educational Quality through enhancing community participation results from a randomized field experiment in indonesia
    Mathematica Policy Research Reports, 2013
    Co-Authors: Menno Pradhan, Daniel Suryadarma, Amanda Beatty, Maisy Wong, Arya Gaduh, Armida Alisjahbana, Rima Prama Artha
    Abstract:

    This study evaluates the effect of four randomized interventions aimed at strengthening school committees, and subsequently improving learning outcomes, in public primary schools in Indonesia.

  • improving Educational Quality through enhancing community participation results from a randomized field experiment in indonesia
    American Economic Journal: Applied Economics, 2011
    Co-Authors: Menno Pradhan, Daniel Suryadarma, Amanda Beatty, Maisy Wong, Arya Gaduh, Armida Alisjahbana, Rima Prama Artha
    Abstract:

    This study evaluates the effect of four randomized interventions aimed at strengthening school committees, and subsequently improving learning outcomes, in public primary schools in Indonesia. All study schools were randomly allocated to either a control group receiving no intervention, or to treatment groups receiving a grant plus one or a combination of three interventions: training for school committee members, a democratic election of school committee members, or facilitated collaboration between the school committee and the village council, also called linkage. Nearly two years after implementation, the study finds that measures to reinforce existing school committee structures, the grant and training interventions, demonstrate limited or no effects; while measures that foster outside ties between the school committee and other parties, linkage and election, lead to greater engagement by education stakeholders and in turn to learning. Test scores improve in Indonesian by 0.17 standard deviations for linkage and 0.22 standard deviations for linkage+election. The election intervention alone leads to changes in time household members accompany children studying per week, but this does not lead to learning. Linkage is the most cost effective intervention, causing a 0.13 change in standard deviation in Indonesian test scores for each 100 dollars (US) spent.

Bentley W Macleod - One of the best experts on this subject based on the ideXlab platform.

  • anti lemons school reputation relative diversity and Educational Quality
    2012
    Co-Authors: Bentley W Macleod, Miguel Urquiola
    Abstract:

    Friedman (1962) observed that the ability of firms to acquire and maintain reputations for Quality is a key ingredient for the efficient provision of goods and services in a market economy. This paper explores the implications of school reputation for skill acquisition and labor market outcomes in an otherwise competitive market. We find that reputation effects can explain several puzzling findings in the economics of education, including the fact that competition can, but does not always, improve skill acquisition. This result follows from an anti-lemons effect (in contrast to Akerlof's lemons effect) that arises when schools can enhance their reputation by positively selecting their students. This leads to excess demand for "high Quality" selective schools that drive out non-selective schools. This in turn reduces "relative diversity", a measure of ability dispersion in a school, leading to lower skill acquisition.

  • anti lemons school reputation and Educational Quality
    Industrial Organization, 2009
    Co-Authors: Bentley W Macleod, Miguel Urquiola
    Abstract:

    Friedman (1962) argued that a free market in which schools compete based upon their reputation would lead to an efficient supply of Educational services. This paper explores this issue by building a tractable model in which rational individuals go to school and accumulate skill valued in a perfectly competitive labor market. To this it adds one ingredient: school reputation in the spirit of Holmstrom (1982). The first result is that if schools cannot select students based upon their ability, then a free market is indeed efficient and encourages entry by high productivity schools. However, if schools are allowed to select on ability, then competition leads to stratification by parental income, increased transmission of income ineQuality, and reduced student effort---in some cases lowering the accumulation of skill. The model accounts for several (sometimes puzzling) findings in the Educational literature, and implies that national standardized testing can play a key role in enhancing learning.

Wallop Mesomsup - One of the best experts on this subject based on the ideXlab platform.

  • personnel participation in Educational Quality assurance of international aviation college nakhon phanom university
    Social Science Research Network, 2017
    Co-Authors: Wallop Mesomsup
    Abstract:

    The study of Personnel Participation in Educational Quality Assurance of International Aviation College Nakhon Phanom University aims to study and examine: (1) Level of Personnel Participation in the Quality Assurance of the International Aviation College and, (2) the Relationship between Psychological Characteristic Factor and Working Environmental Factor of Personnel Participation in Educational Quality Assurance of International Aviation College. This research is the Quantitative Research, summarized and critiqued by Focus Group. Instrument used to collect data is Questionnaire. Research Population is Executive Instructor Administrators and supportive personnel of International Aviation College including relevant personnel of Nakhon Phanom University in the total of 101 people and the specific selected sample group of 40 people. The statistics used in data analysis including Frequency, Percentage, Means, Standard Deviation and Pearson’s producted moment Correlation. Level of Personnel Participation, the results showed that the overall of Psychological Characteristics Independent Variable Factor is at high level. When consider in each aspect found that all factors are in high level of characteristics by the following categories: Attitudes toward Participation in Educational Quality Assurance, Personnel Mental Health, Working Motivation, and Attitudes toward the Educational Quality Assurance. Work Environmental Factors, in overall are at the high level. When consider in each factor, found that each factor is in high level by the following categories respectively: Training aspect, Organizational Atmosphere aspect, Communication aspect, and the Supporting from Administrators aspect. However, Dependent Variables in Participation in Educational Quality Assurance, in overall are in high level. When consider in each aspect, found that all aspects are in high level by the following categories: Inspection aspect, Planning and System Adjustment and Correction and the Process aspect that responded to the focus group conclusion that referred to the Educational Quality Assurance level. However, despite of the Support from Administrators aspect and Process are at high level, but personnel’s opinions are lower than other aspects. Relationships between Participation in Educational Quality Assurance, the results found that all Independent Variables are in high relationships. Thus, for Psychological Characteristic factor, found that all Empirical Variables are correlated in the statistical significant level of 0.01, most of which are correlated at high level. Work Environmental Factors, found that all Empirical Variables are correlated in the statistical significant level of 0.01 and mostly are correlated from low to high level. The Participation in Educational Quality Assurance Factor, found that all Empirical Variables are correlated in the statistical significant level of 0.01 and mostly are correlated in the moderate level, which responds to the focus group conclusion, that quoted about Factors that affect Participation in Educational Quality Assurance must abided with all factors of both weakness points and strong points integration in order to achieve effectiveness. Internal and external factors of International Aviation College Personnel have no differences in Participation in Quality Assurance as in accordance with the Hypothesis.