| Field | Before | After |
|---|---|---|
| Field Trial Status | Before on_going | After completed |
| Field Last Published | Before March 30, 2018 05:35 PM | After December 17, 2021 04:10 PM |
| Field Primary Outcomes (End Points) | Before Our primary outcomes relate to students. The first is student learning, as measured by the difference in performance of students in Grade 4 math classes at endline compared to baseline on written, independently administered math tests. The second is student drop out, as measured by the difference in the size of the official class register (per grade) at endline versus baseline. The third is student attendance, as measured on the day (and day before) the baseline and endline surveys. | After Our primary outcomes relate to students. The first is student learning, as measured by the difference in performance of students in Grade 4 math classes at endline compared to baseline on written, independently administered math tests. The second is student drop out, measured as a student having been enrolled in the class at baseline but not at endline. The third is student attendance, as measured on the day (and day before) the baseline and endline surveys. |
| Field Primary Outcomes (Explanation) | Before Student learning. Grade 4 math students in all 240 schools will sit a written math test at baseline in September 2017 and again at endline in March 2018. These test scores will be used to obtain two (item response theory) estimates of student learning, which will be used to test for treatment impacts in a (now standard) ANCOVA student-level specification. Student drop out. We define drop outs as students who enrol at the start of the school year but either stop attending during the year and are withindrawn from the register or (except for those in the terminal grade) fail to enrol again the following school year. We will measure within-year drop outs via the baseline and endline surveys. Funding permitting, we will also obtain information on drop outs between years from a follow up survey at the start of the new school year in Fall 2018. Student attendance. We measure student attendance on the day of the baseline survey as well as on the previous day. We again collect same day and previous day attendance at endline. These provide us with two measures of attendance. | After Student learning. Grade 4 math students in all 240 schools will sit a written math test at baseline in September 2017 and again at endline in March 2018. These test scores will be used to obtain estimates of student learning (using item response theory), which will be used to test for treatment impacts in a (now standard) ANCOVA student-level specification. Student drop out. We define drop outs as students who enroll at the start of the school year but either stop attending during the year and are withdrawn from the register or fail to enroll again the following school year (the latter outcome being conditional on funding availability for a second follow-up). Student attendance. We measure student attendance on the day of the baseline survey as well as on the previous day. We again collect same day and previous day attendance at endline. These provide us with two measures of attendance. |
| Field Keyword(s) | Before Education, Governance, Labor | After Education, Governance, Labor |
| Field Public analysis plan | Before No | After Yes |
| Field Secondary Outcomes (End Points) | Before Our first secondary outcome relates to teacher input, namely head teacher attendance and grade 4 math teacher attendance, as measured via the school’s official teacher register for the 5 days prior to the baseline and endline surveys. (This is a different measure of attendance from those collected during ‘surprise visits’ in ATE and SIR schools as part of the intervention.) A further set of secondary outcomes relates to intrinsic motivation of teachers. Here, we have head teacher motivation and grade 4 math teacher motivation as measured via play in framed dictator games and head teacher motivation and grade 4 math teacher motivation as measured via the Perry Public Service scale. We will further examine which, if any, of these two measures of intrinsic motivation better predicts improvements in student learning and reductions in student drop out. Another secondary outcome is head teacher and grade 4 math teacher drop out, as measured by a comparison of the official teacher register at baseline and endline. Our final secondary outcome is performance of auditors, as measured by discrepancies in scoring inspections between the auditor and field staff employed by the PI team. | After Our secondary outcomes relate to teacher and headteacher effort, namely head teacher attendance and grade 4 math teacher attendance as well as teaching practices as reported by students. |
| Field Secondary Outcomes (Explanation) | Before Head teacher and grade 4 math teacher attendance. Head teacher attendance is recorded on the day of the (unannounced) baseline and endline surveys. During these surveys, enumerators will ask the head teacher for access to the official teacher register. From this they will record whether the teacher was present, absent but sanctioned, or absent but unsanctioned on each of the previous 5 school days. If there is no record, the enumerator will ask the head teacher to provide a response. Our measure of grade 4 math teacher attendance will average over these 5 days. Head teacher and teacher motivation. Both head teachers and teachers will play a ‘lab-in-the-field’ dictator game at baseline and endline. Participants will be told that money contributed (rather than kept for personal use) will be used to buy resources for students at the school. These contributions are one measure of intrinisic motivation. At baseline and endline, head teachers and teachers will also be asked the full suite of Perry (1996) survey questions desligned to elicit strength of Public Service Motivation. An index based on these responses will be our other measure of intrinsic motivation. Head teacher and grade 4 math teacher drop out. As for students, we define drop outs as teachers who are listed at the start of the school year but either stop attending during the year and are withindrawn from the teacher register or fail to be listed the following school year. We will measure within-year drop outs via the baseline and endline survey. Funding permitting, we will also obtain information on drop outs between years from a follow up survey at the start of the new school year in Fall 2018. Performance of auditors. Inspectors will be told that independent, third parties will audit their inspections by watching and scoring the footgage captured on tablets. Field staff will also watch and score this footage. We will use the difference discrepancies between auditor and field staff scores as our measure of auditor performance. The distribution of performance scores will then be compared across auditor treatments. | After Head teacher attendance. Head teacher attendance is recorded on the day of the (unannounced) baseline and endline surveys. Teacher attendance: During surveys, enumerators will ask the head teacher for access to the official teacher register. From this they will record whether the teacher was present, absent but sanctioned, or absent but unsanctioned on each of the previous 5 school days. If there is no record, the enumerator will ask the head teacher to provide a response. Our measure of grade 4 math teacher attendance will average over these 5 days. (This is a different measure of attendance from those collected during ‘surprise visits’ in ATE and SIR schools as part of the intervention.) Teaching practices. These will be reported by children – indicator variables for whether teacher provides help outside the classroom, whether teacher provides feedback to their parents, and whether the teacher splits students into groups for activities in class (averaged over students in the teacher’s class since the regression will be at the teacher level). Head teacher helps with grade 4 class. To determine whether the interventions generated more of a focus on grade 4 (that was the class that was tested), we will also examine the effects of the interventions on a dummy variable for whether the head teacher helped with teaching the grade 4 class. |
| Field Public locations | Before No | After Yes |
| Field Building on Existing Work | Before | After No |
| Field | Before | After |
|---|---|---|
| Field Document | Before |
After
Pre-Analysis_Plan_uploaded.pdf
MD5:
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SHA1:
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| Field Title | Before | After Pre-analysis Plan |
| Field | Before | After |
|---|---|---|
| Field Public | Before No | After Yes |