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
The
general finding that sbm shows positive results on same variables (mainly in
reducing repotition and failure and improving teacher attendence retec),
contrasted with and mixed results in
test scores, may have been prompted by the timing and stregth of the particulae
sbm reformis.
Research
in the United States suggests that, in general, an sbm reform must have been in
operation for about 5 year before any fundamental changes are seen at the
school level; only after 8 years of implementation can changes be seen in more
difficult-to-modify indicators, such as test score.
Moreover,
it is possible to argue that school learning is a cumulative process and that
students must be exprosed to the reform fp of a longer period of time if enjoy
its potential benefits.
There
studies(paes de barros and mendonca 1998; parker 2005; and lopez-Calva and
espinosa 2006) allowed at least 8 years to pass before measuring the affects of
the interventation on test score. Paes de Barros and Mendonca found that the
reforn in Brazil had produced no thes score improvements Rafter 11 years of
implementation, but the other two studies showed that the reformis in Mexico
and Nicaragua had positive affects on test score Rafter 8 and 11 years,
resoectively. The results from kenya underscore the possibility of obtaining
prositive results on student learning from combining more ( extra teachers, in
that case) with sbm initiatives (Duflo, Dupas, and Kremer 2007). Other studies
Measured sbm’s impact on reptition and failure rates (intermediate indicators)
Close to the initial implementation periode. The authors of those studies found
positive affects after only 2 years of implementation in the case of rural
Mixice ( Gertler, Rubio-Codina, and Patrinos 2006) and after only 3 years in
urban Mixico (Skoufias and shopion 2006).
Mixice
(Gertler, Rubio-Codina, dan Patrinos 2006) dan setelah hanya 3 tahun di Mixico
perkotaan (Skoufias dan shopion 2006). The lack of cost-benefit analyses of sbm
is another important gap in the literature. Clearly, sbm is a very inexpensive
because it constutes a change only in the lacus of decision making and not
necessarily in the amount of resources invested in the systen. If the few
positive impact evaluations are true, then sbm can be regarded as a very
costeffective initiative.
Rigorous evaluations of many sbm reformis
around the World are planned or already
under way, including ones in Benin, Chana, Indonesia, Madagascar, and Rwanda.
Evadence from these new studies will Seed light on sbm reform and in a few
years will yield more conclusive evidence ragerding its affects.
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