How can school How can school performance be performance be

improved?improved?

Relationship between learning outcomes and enrollmentCrouch and Vinjevold, 2006

Zimba

Zambi

Venez

UniteUnite

Ugand

Turke TunisTrini

Tanza

Sw itz Sw ede

Sw azi

Spain

SouthAfr

Slove

SeychSerbi

Saudi

Roman Portu

Polan

Phili

PeruParag

Pales

Norw a

Niger

New Z

Nethe

Namib

Mozam

Moroc

MoldoMexic

Mauri

Mali

Malay

Malaw

Madag

Maced

Macao

LuxemLithu

Liech

Lesot

Leban

Latvi

Kuw ai

Korea

KenyaJorda

Japan

ItalyIsrae

Irela

Iran-Indon

Icela

HungaHong

Hondu

Greec

Ghana

GermaFrancFinla

Egypt

Domin

Denma

Czech

Cypru

Cuba

Cote

Colom Chile

Canad

Burki

Bulga

Brazi

Botsw

Boliv

Beliz

Belgi

Bahra

AustrAustr

Armen

ArgenAlban

150

200

250

300

350

400

450

500

550

600

10 20 30 40 50 60 70 80 90 100Average of primary and secondary Net Enrollment Ratios

1990-2003

TIM

SS

1999 e

qu

ivale

nt

scale

Access to secondary education: secondary gross enrollment Access to secondary education: secondary gross enrollment ratios, ratios, Crouch & Vinjevold, 2006Crouch & Vinjevold, 2006

0%

20%

40%

60%

80%

100%

120%

White SA Afric SA All SA Europe Sub-Saharan

Africa

USA

1970

1995

What good schools do What good schools do REGULATORY FUNCTION:REGULATORY FUNCTION: Orderly environmentOrderly environment Intellectual activity valuedIntellectual activity valued Sense of responsibilitySense of responsibility

INSTRUCTIONAL FUNCTION: INSTRUCTIONAL FUNCTION: Proficiency in LOIProficiency in LOI Reading & writingReading & writing Proficiency in specific discipline: Maths, Proficiency in specific discipline: Maths,

History, LiteratureHistory, Literature

SA High SchoolsSA High Schools

FormerFormer Other Other Prop Prop of of

totaltotal

HG M HG M SC SC

20042004

TopTop 380380 3434 7%7% 66%66%

ModMod 254254 573573 14%14% 19%19%

PoorPoor 600600 42774277 79%79% 15%15%

SACMEQ mean maths score by quintile SACMEQ mean maths score by quintile vd Berg & Louw, 2006vd Berg & Louw, 2006 Quintile 1 2 3 4 5 Total

Botswana 490.57 499.01 510.21 508.05 556.62 490.57

Kenya 540.04 545.23 555.48 564.92 610.82 540.04

Lesotho 443.30 448.09 447.56 445.19 451.75 443.30

Malawi 422.44 426.81 435.32 433.23 446.84 422.44

Mauritius 519.33 564.17 587.07 619.93 639.55 519.33

Mozambique 526.43 524.93 530.59 530.15 538.18 526.43

Namibia 403.32 402.41 411.19 425.08 512.70 403.32

Seychelles 520.83 541.04 555.32 575.84 578.71 520.83

South Africa 441.84 444.74 454.18 491.47 596.97 441.84

Swaziland 505.56 511.29 510.92 513.43 541.48 505.56

Tanzania 484.29 511.44 528.54 527.62 560.14 484.29

Uganda 484.43 497.07 497.88 508.74 543.11 484.43

Zambia 414.20 425.74 435.61 434.33 466.10 414.20

Zanzibar 478.02 471.62 477.89 478.68 484.39 478.02

Total 468.13 479.59 485.13 491.99 559.53 468.13

Non-SA 469.09 480.13 488.01 494.35 557.25 469.09

Top Performing SchoolsTop Performing Schools

What do they need? What do they need? – Where African numbers are small:Where African numbers are small:

Incentives to increase African rollIncentives to increase African roll

– Where African numbers are large:Where African numbers are large: Subsidies for poor childrenSubsidies for poor children

All: All: – Increase level of cognitive demand of Increase level of cognitive demand of

curriculumcurriculum

Moderately Performing Schools: What Moderately Performing Schools: What makes the Difference?makes the Difference?

FactorsFactors HomeHome DistrictDistrict SchoolSchool ClassClass

Language Language Speak LOISpeak LOI

****PolicyPolicy Develop Develop

proficiencyproficiencyDevelop Develop proficiencyproficiency

TimeTime Sign h/wSign h/w

****MonitorMonitor RegulateRegulate

****Micro-paceMicro-pace

****

CoverageCoverage Assist with Assist with h/w *h/w *

MonitorMonitor

**Plan, Plan, monitor **monitor **

Macro-Macro-pacepace

********

Reading & Reading & WritingWriting

ReadRead

**Distribute Distribute booksbooks

Manage Manage books *** books ***

Read & Read & write *write *

AssessmtAssessmt Monitor Monitor resultsresults

QAQA

MonitorMonitorQA, QA, monitormonitor

**

Assess, Assess, feedback feedback ****

Key lever 1: Time on TaskKey lever 1: Time on Task

Chisholm et al, 2005Chisholm et al, 2005• Teachers work an average 41 hours

(out of 43)/week • 41% of this on teaching: 3.4h/day • 14% devoted to planning and preparation, • 14% on assessment, evaluation, reports and record-keeping

Key lever 2: Curriculum CoverageKey lever 2: Curriculum Coverage

3: ¾ or more ASs completed during year3: ¾ or more ASs completed during year

2: Between ½ and ¾ of ASs completed2: Between ½ and ¾ of ASs completed

1: Between ¼ and ½1: Between ¼ and ½

0: Less than ¼ covered0: Less than ¼ covered

0

20

40

60

0 1 2 3

Type

Curriculum Coverage: MathsLimpopo Western Cape

Key lever 3: Teacher KnowledgeKey lever 3: Teacher Knowledge

Grade 3 teachers wrote parts of the Grade 3 teachers wrote parts of the Grade 6 learner test:Grade 6 learner test:

Literacy: 55% Literacy: 55% Numeracy: 65% Numeracy: 65%

SA High SchoolsSA High Schools

FormerFormer Other Other Prop Prop of of

totaltotal

HG M HG M SC SC

20042004

TopTop 380380 3434 7%7% 66%66%

ModMod 254254 573573 14%14% 19%19%

PoorPoor 600600 42774277 79%79% 15%15%

524 QLP schools > Control524 QLP schools > Control

PassPass ExpExp E HGE HG M HGM HG M SGM SG RateRate

+17+17 +62+62 +36+36 +924+924 +0.7+0.7 +8+8

QLP Schools (N=513)

0

50100

150

200250

300

350

400450

500

Pass Intervals

Nu

mb

er

of

Sch

oo

ls

2000 2004

Poorly performing schoolsPoorly performing schoolsStart with Time ManagementStart with Time Management

Part of institutional culturePart of institutional culture LeadershipLeadership Organisational development Organisational development

≠ ≠ trainingtraining

BUT provinces & districts too weak BUT provinces & districts too weak

Differentiated approachDifferentiated approach

Schools with Threshold Capacity

Dysfunctional Schools

Eg Dinaledi II• Training

•Resources•Incentives

Organisational developmentState authorityBut weak state

Top Top performing performing schoolsschools

Raise level of cognitive demand

Why is our civil service so Why is our civil service so inefficient?inefficient?

They went to poorly performing They went to poorly performing schoolsschools

Structural instability Structural instability Ideology: threw out authority Ideology: threw out authority

with authoritarianismwith authoritarianism Unions better organisedUnions better organised Lack of focus, eg matric exams Lack of focus, eg matric exams