|Source: School Vouchers – A survey of economic literature[ii]|
- A survey conducted as part of an evaluation in Uttar Pradesh finds that “67 percent of the parents of the children who could read nothing thought they could at least read letters, and 38 percent of the parents of the children who could barely decipher letters thought their children could read and understand a story. The picture is even more distorted in math, where a full 83 percent of the parents of the children who could only recognize numbers, but could neither subtract or divide, believed that their children could perform subtraction problems”[vi]
- In a survey in Tanzania in 2008, “more than 80 percent of surveyed adults suggested that the government was meeting the country’s educational needs fairly well or very well. Two years later, nationwide tests by the civil society group Uwezo suggested that less than a third of kids in Standard Four passed Standard Two-level tests on of literacy and numeracy.”[vii]
- Evidence from Pakistan suggests that “most relevant determinants of parents’ choices among different schools are price, distance and basic infrastructure.”[viii]
- In a survey conducted in Pakistan, as part of an evaluation, researchers find that the scores of children are in high correlation with households' perception of school performance.[ix]
Overall, this suggests that there is need for better information provision on quality of schools, to enable better decision making. It is argued that there are some potential issues with conducting assessments and sharing such information. The assessments can become high stake because schools' business depends on these scores, which might result in teaching to the test and also manipulation etc. As discussed earlier, administering credible assessments is going to be the key here.
[x] Andrabi, Tahir, Jishnu Das, Asim I. Khwaja and Niharika Singh. 2014c. “Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools.”