© 1999 International Bank for Reconstruction and Development / The World Bank
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Do Community-Managed Schools Work? An Evaluation of El Salvador's EDUCO Program
Emmanuel Jimenez is with the Development Research Group at the World Bank, and Yasuyuki Sawada is with the Department of Advanced Social and International Studies at the University of Tokyo. Their e-mail addresses are ejimenez2{at}worldbank.org and sawada{at}stanfordalumni.org. This project has been financially supported by the Development Research Group and the Research Support Budget (RPO 679–18 and 682–08) of the World Bank. The authors gratefully acknowledge the comments and support from the Evaluation Unit of the Ministry of Education of El Salvador, which collected the data. They also thank Marcel Fafchamps, Paul Glewwe, Elizabeth King, Takashi Kurosaki, Martin Ravallion, Laura Rawlings, Fernando Reimers, Diane Steele, the anonymous referees and editors, and participants in seminars at the World Bank, Stanford University, the University of the Philippines, International Child Development Centre (United Nation's Children's Fund, Florence), and the Institute of Developing Economies (Japan) for useful discussions and comments.
This article examines how decentralizing educational responsibility to communities and schools affects student outcomes. It uses the example of El Salvador's Community-Managed Schools Program (Education con Participacion de la Comunidad, EDUCO), which was designed to expand rural education rapidly following El Salvador's civil war. Achievement on standardized tests and attendance are compared for students in EDUCO schools and students in traditional schools. The analysis controls for student characteristics, school and classroom inputs, and endogeneity, using the proportion of EDUCO schools and traditional schools in a municipality as identifying instrumental variables. The article finds that enhanced community and parental involvement in EDUCO schools has improved students' language skills and diminished student absences, which may have long-term effects on achievement.
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