1. How can school performance be improved?

2. Relationship between learning outcomes and enrollment
Crouch and Vinjevold, 2006

4. Access to secondary education: secondary gross enrollment ratios, Crouch & Vinjevold, 2006

5. What good schools do REGULATORY FUNCTION: INSTRUCTIONAL FUNCTION:
Orderly environment
Intellectual activity valued
Sense of responsibility
INSTRUCTIONAL FUNCTION:
Proficiency in LOI
Reading & writing
Proficiency in specific discipline: Maths, History, Literature

6. SA High Schools Former Other Prop of total HG M SC 2004 Top 380 34 7%
66%
Mod
254
573
14%
19%
Poor
600
4277
79%
15%

7. SACMEQ mean maths score by quintile vd Berg & Louw, 20061 2 3 4 5
Total
Botswana
490.57
499.01
510.21
508.05
556.62
Kenya
540.04
545.23
555.48
564.92
610.82
Lesotho
443.30
448.09
447.56
445.19
451.75
Malawi
422.44
426.81
435.32
433.23
446.84
Mauritius
519.33
564.17
587.07
619.93
639.55
Mozambique
526.43
524.93
530.59
530.15
538.18
Namibia
403.32
402.41
411.19
425.08
512.70
Seychelles
520.83
541.04
555.32
575.84
578.71
South Africa
441.84
444.74
454.18
491.47
596.97
Swaziland
505.56
511.29
510.92
513.43
541.48
Tanzania
484.29
511.44
528.54
527.62
560.14
Uganda
484.43
497.07
497.88
508.74
543.11
Zambia
414.20
425.74
435.61
434.33
466.10
Zanzibar
478.02
471.62
477.89
478.68
484.39
468.13
479.59
485.13
491.99
559.53
Non-SA
469.09
480.13
488.01
494.35
557.25

8. Top Performing Schools
What do they need?
Where African numbers are small:
Incentives to increase African roll
Where African numbers are large:
Subsidies for poor children
All:
Increase level of cognitive demand of curriculum

9. Moderately Performing Schools: What makes the Difference?
Factors
Home
District
School
Class
Language
Speak LOI **
Policy
Develop proficiency
Time
Sign h/w
Monitor
Regulate
Micro-pace
Coverage
Assist with h/w * *
Plan, monitor **
Macro-pace
****
Reading & Writing
Read
Distribute books
Manage books ***
Read & write *
Assessmt
Monitor results QA
QA, monitor
Assess, feedback **

10. Key lever 1: Time on Task Chisholm et al, 2005
Teachers work an average 41 hours (out of 43)/week
41% of this on teaching: 3.4h/day
14% devoted to planning and preparation,
14% on assessment, evaluation, reports and record-keeping

11. Key lever 2: Curriculum Coverage
3: ¾ or more ASs completed during year
2: Between ½ and ¾ of ASs completed
1: Between ¼ and ½
0: Less than ¼ covered

12. Key lever 3: Teacher Knowledge
Grade 3 teachers wrote parts of the Grade 6 learner test:
Literacy: 55%
Numeracy: 65%

13. SA High Schools Former Other Prop of total HG M SC 2004 Top 380 34 7%
66%
Mod
254
573
14%
19%
Poor
600
4277
79%
15%

14. 524 QLP schools > Control
Pass
Exp
E HG
M HG
M SG
Rate
+17
+62
+36
+924
+0.7 +8

16. Poorly performing schools Start with Time Management
Part of institutional culture
Leadership
Organisational development
≠ training
BUT provinces & districts too weak

17. Differentiated approach
Raise level of
cognitive demand
Top performing schools
Schools with
Threshold
Capacity
Eg Dinaledi II
Training
Resources
Incentives
Dysfunctional
Schools
Organisational development
State authority
But weak state

19. Why is our civil service so inefficient?
They went to poorly performing schools
Structural instability
Ideology: threw out authority with authoritarianism
Unions better organised
Lack of focus, eg matric exams