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School-level resource allocation and education outcomes in Sri Lanka

By: Abayasekara, Ashani.
Contributor(s): Arunatilake, Nisha.
Material type: materialTypeLabelBookSubject(s): Education | Public education | School-level resources | O-Levels | GCE ordinary level | Multilevel modelling | Sri Lanka In: International Journal of Educational Development : Volume 61, July 2018 : 127-141Summary: Sri Lanka’s public education system suffers from poor examination outcomes and wide disparities in academic achievement across schools. Using School Census data for the year 2016 and a multilevel modelling technique, we examine the link between school-level resources and student performance at the O-Levels. Controlling for several factors, we find that schools with larger shares of in-field and experienced teachers and qualified principals perform better at the O-Levels. Teacher commitment—measured by teacher absenteeism—also matters. Our findings hold several policy implications for improving the equity of school-level resource allocation and, subsequently, educational outcomes in Sri Lanka.
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Sri Lanka’s public education system suffers from poor examination outcomes and wide disparities in academic achievement across schools. Using School Census data for the year 2016 and a multilevel modelling technique, we examine the link between school-level resources and student performance at the O-Levels. Controlling for several factors, we find that schools with larger shares of in-field and experienced teachers and qualified principals perform better at the O-Levels. Teacher commitment—measured by teacher absenteeism—also matters. Our findings hold several policy implications for improving the equity of school-level resource allocation and, subsequently, educational outcomes in Sri Lanka.

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