One
general concleusion is that the simple of carefully documented, regorous impact
evaluations of SMB since 1995 is very small, Gide the lerge nuber of known sbm
program that exist around the World. This situation is changing, with varios
rigorous evaluations under way in countries in africa and asia. However, at
this time we know little about the affects of sbm. Moreover, most of the
studies reviwed here used empirical stratagies that are open to question.
Nonetheless,
the studies that do exist represent an important effort to quantify the impact
of same sbm programs on educational outcomes. It can be argued camparisons
reduced the bias undoubtedly is present in simple comparisons and in that way
have mode advanced our understanding of the effect of sbm policies.
Although
it is very difficult to establish the of the outcome variables of interest
because of the different metrics used in the various studies, it is possible to
list some findings about the impact of sbm, based on the more rigorous
analyses:
1.
Some studies found that sbm policies actually changed the dynamics of the
school, either because parents got more involved or because teachers’ actions
changed.
2.
Several studies presented evidence of
sbm’s positive impact on reducing repetition; failure; and to a lesser degree,
dropout rates.
3.
The studies that had access to
standardized test scores presented mixid evidence, with countries such as El
Salvador, kenya, mexico and nicarague showing positive results
