Information and collective action in Angolan schools: inside the black box of community-driven development
Last registered on March 17, 2019

Pre-Trial

Trial Information
General Information
Title
Information and collective action in Angolan schools: inside the black box of community-driven development
RCT ID
AEARCTR-0003930
Initial registration date
February 21, 2019
Last updated
March 17, 2019 1:00 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
Nova SBE
Other Primary Investigator(s)
PI Affiliation
The World Bank
PI Affiliation
Southern Methodist University
PI Affiliation
Universidade Nova de Lisboa
Additional Trial Information
Status
On going
Start date
2014-10-01
End date
2019-03-29
Secondary IDs
Abstract
Community-driven development interventions blend multiple components difficult to identify separately. The literature reports mixed impacts of these interventions. We designed and conducted a field experiment in 126 schools of the Angolan province of Kwanza Sul, aiming to distinguish the impact of the information and the collective action components of a scorecard system. Specifically, we explore a design with three treatments: (i) decentralized information to parents on the performance of schools, (ii) organization of meetings with parents without pre-set information on performance, and (iii) centralized information on performance through meetings with parents. Our measurement of outcomes includes: parent, school, teacher, and school principal surveys, as well as lab games and test scores. In the games, apart from standard lab games (trust, public-good), we develop a novel dictator game where teachers individually decide about sharing their endowments with multiple parents.
External Link(s)
Registration Citation
Citation
Di Maro, Vincenzo et al. 2019. "Information and collective action in Angolan schools: inside the black box of community-driven development." AEA RCT Registry. March 17. https://www.socialscienceregistry.org/trials/3930/history/43587
Experimental Details
Interventions
Intervention(s)
Intervention Start Date
2016-10-01
Intervention End Date
2017-11-30
Primary Outcomes
Primary Outcomes (end points)
Our measurement of outcomes includes: parent, school, teacher, and school principal surveys, standardized student tests, as well as lab games and test scores. In the games, apart from standard lab games (trust, public-good), we develop a novel dictator game where teachers individually decide about sharing their endowments with multiple parents.
Important outcome variables from the parent survey are self-reported involvement at the school in terms of time and money invested and the relationship with the teacher, satisfaction with the school, teachers, management and behavior of other parents, as well as collective action indicators.
Teacher-related outcome variables from both the teacher and director surveys are self-reported performance outcomes (i.e., attendance), satisfaction with school, other teachers, management and behavior of parents, collective action indicators, as well as questions regarding the parental involvement of the parents of the 40 selected students answered by the relevant teacher. Other outcome variables related specifically to the director survey and include information about tasks and responsibilities, as well as the quality and quantity of relations with other institutions that support the school.
For the school level surveys, important outcome variables are those related to investments in the school facilities and resources (by parents), administrative data on student, teacher and school board performance (i.e., number of students that passed grade 6, attendance of teachers and school directors etc.), as well as parent involvement (i.e., existence of a parent committee).


Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
We designed and conducted a field experiment in 126 schools of the Angolan province of Kwanza Sul, aiming to distinguish the impact of the information and the collective action components of a scorecard system. Specifically, we explore a design with three treatments: (i) decentralized information to parents on the performance of schools, (ii) organization of meetings with parents without pre-set information on performance, and (iii) centralized information on performance through meetings with parents.
Experimental Design Details
Randomization Method
The 126 schools were randomly allocated by a computer across the four treatment groups using blocks. The schools were organized in blocks employing village and a set of school characteristics, which included the number of classrooms, number students, number of teachers, and whether there are elections for a parent committee.
Randomization Unit
School
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
126 Schools
Sample size: planned number of observations
30,000 students, 2,000 parents, 2,000 teachers
Sample size (or number of clusters) by treatment arms
32 schools control, 32 schools information treatment, 31 schools meetings treatment, 31 schools information and meetings treatment
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan

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Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports and Papers
Preliminary Reports
Relevant Papers