School report cards are school-level information systems meant to increase accountability and transparency. The purpose of this paper is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.
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School Report Cards: Some Recent Experiences
Type: Research
Year of Publishing: 2006
Keywords: School Report Cards: Some Recent Experiences, Education Data, Information, Learning Outcomes, Uganda, Namibia, Ghana, Brazil, India, United States, Nigeria, Guinea, El Salvador, Guatemala, Nicaragua
Increasing Accountability in Decentralized Education in Paraná State, Brazil
Type: Research
Year of Publishing: 2005
Keywords: Increasing Accountability in Decentralized Education in Paraná State, Brazil, Decentralization in Education Systems, Decentralization
Paraná's State Secretary of Education created school report cards (SRCs) to inform school communities and stimulate greater involvement in the school improvement process. Paraná also encouraged the creation of new education stakeholder associations to increase community voice and to break the state government and teachers’ union monopoly of the education policy debate.
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Education Decentralization and School Grants
Type: Research
Year of Publishing: 2005
Keywords: Education Decentralization and School Grants, Decentralization in Education Systems, Decentralization, Guinea, Cambodia, Ethiopia, El Salvador, Chile, Indonesia, Brazil, Nicaragua
Education systems around the world decentralize management to better serve and bring services closer to their beneficiaries: students, parents, and communities. School grants are an important tool that improve efficiency, quality, and equity of the decentralization process. This brief examines the design, management, and impacts of school grants.
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Education Decentralization and School Grants
Type: Research
Year of Publishing: 2005
Keywords: Education Decentralization and School Grants, Decentralization in Education Systems, Decentralization, Guinea, Cambodia, Ethiopia, El Salvador, Chile, Indonesia, Brazil, Nicaragua
Education systems around the world decentralize management to better serve and bring services closer to their beneficiaries: students, parents, and communities. School grants are an important tool that improve efficiency, quality, and equity of the decentralization process. This brief examines the design, management, and impacts of school grants.
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Measuring Learning Outcomes in Developing Countries: A Primer
Type: Research
Year of Publishing: 2004
Keywords: Measuring Learning Outcomes in Developing Countries: A Primer, Education Data, Information, Learning Outcomes, Brazil, Canada
Ensuring that educational systems are producing students with the knowledge, skills, and attitudes they need for personal development, productive lives, and citizenship is imperative. Measuring learning outcomes provides useful information for improving educational planning, management, and teaching.
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Measuring Learning Outcomes in Developing Countries: A Primer
Type: Research
Year of Publishing: 2004
Keywords: Measuring Learning Outcomes in Developing Countries: A Primer, Education Data, Information, Learning Outcomes, Brazil, Canada
Ensuring that educational systems are producing students with the knowledge, skills, and attitudes they need for personal development, productive lives, and citizenship is imperative. Measuring learning outcomes provides useful information for improving educational planning, management, and teaching.
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Strengthening Accountability n Public Education
Type: Research
Year of Publishing: 2004
Keywords: Strengthening Accountability in Public Education, Decentralization in Education Systems, Decentralization, Ecuador, Brazil
No single policymaker or provider is responsible for failing students. Rather, a complex web of policymakers and providers is responsible. The three key actors are: clients or customers of public services; direct service providers; and policymakers. The issue of accountability is also complicated by the difficulty in defining and measuring schooling outcomes.
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