Experimental Evidence on Performance Management Training and Tools for Public Schools in Argentina
Last registered on October 10, 2017
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Pre-Trial

Trial Information
General Information
Title
Experimental Evidence on Performance Management Training and Tools for Public Schools in Argentina
RCT ID
AEARCTR-0002453
Initial registration date
October 09, 2017
Last updated
October 10, 2017 11:36 AM EDT
Location(s)
Country
Argentina
Region
Salta
Primary Investigator
Name
Alejandro Ganimian
Affiliation
New York University
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Other Primary Investigator(s)
PI Name
Rafael de Hoyos
PI Affiliation
World Bank
Contact Investigator
PI Name
Peter Holland
PI Affiliation
World Bank
Contact Investigator
Additional Trial Information
Status
Completed
Start date
2014-10-27
End date
2017-04-24
Keywords
Education
Additional Keywords
Diagnostic feedback, capacity building, performance management, large-scale assessments, Argentina
JEL code(s)
C93, I21, I22, I25.
Secondary IDs
Abstract
We present experimental evidence on the added value of performance management training and tools for school principals and supervisors, over and above information on student achievement. We randomly assigned 100 public primary schools in the province of Salta, Argentina to: (a) a control group, in which we administered standardized tests in math and Spanish at baseline and two follow-ups and made the results available to the schools through user-friendly reports; or (b) a treatment group, in which we did the same and also provided principals with training on how to develop a school improvement plan, a web-based dashboard to track progress on that plan, and two workshops to support their work.
External Link(s)
Registration Citation
Citation
Ganimian, Alejandro, Peter Holland and Rafael de Hoyos. 2017. "Experimental Evidence on Performance Management Training and Tools for Public Schools in Argentina." AEA RCT Registry. October 10. https://www.socialscienceregistry.org/trials/2453/history/22183
Sponsors & Partners
Experimental Details
Interventions
Intervention(s)
We administered: (a) student assessments of math and Spanish; and (b) surveys of students; (c) teachers; and (d) principals. We sampled students and teachers to obtain cross-sectional information in grade 3 every year, as well as longitudinal information on the students who started grade 3 in 2014. Treatment and control schools received user-friendly province and school-level results reports. Additionally, treatment schools received training on how to develop a school improvement plan, access to a web-based dashboard to track progress on that plan, and two workshops to support their work.
Intervention Start Date
2014-10-27
Intervention End Date
2017-04-24
Primary Outcomes
Primary Outcomes (end points)
We measure the impact of the interventions over learning outcomes, captured by standardized tests in math and Spanish
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
We randomly assigned 100 schools in the province of Salta, Argentina, to two experimental groups: (a) a control group, in which we administered standardized tests in math and Spanish at baseline and two follow-ups and made the results available to the schools through user-friendly reports; or (b) a treatment group, in which we did the same and also provided school principals and supervisors with training on how to develop a school improvement plan, a web-based dashboard to track progress on that plan, and two workshops to support their work.
Experimental Design Details
Randomization Method
The randomization was be done by running a Stata code on a computer in office.
Randomization Unit
We randomly assigned the 100 sampled schools to one of two experimental groups, stratifying our randomization by geographic area: 60 urban and 40 semi-urban schools.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
100 schools
Sample size: planned number of observations
Baseline (2014): 5,508 students, 262 teachers, 92 principals. First follow-up (2015): 10,537 students, 507 teachers, 93 principals. Second follow-up (2016): 9,216 students, 454 teachers, 94 principals.
Sample size (or number of clusters) by treatment arms
50 treatment schools, 50 control schools.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
Yes
Intervention Completion Date
April 24, 2017, 12:00 AM +00:00
Is data collection complete?
Yes
Data Collection Completion Date
November 04, 2016, 12:00 AM +00:00
Final Sample Size: Number of Clusters (Unit of Randomization)
94 schools
Was attrition correlated with treatment status?
No
Final Sample Size: Total Number of Observations
Baseline (2014): 5.508 students, 262 teachers, 92 principals. First follow-up (2015): 10.537 students, 507 teachers, 93 principals. Second follow-up (2016): 9.216 students, 454 teachers, 94 principals.
Final Sample Size (or Number of Clusters) by Treatment Arms
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
No
Reports and Papers
Preliminary Reports
Relevant Papers