What Do Local Government Education Managers Do to Boost Learning Outcomes?
通过对坦桑尼亚所有地区的教育官僚调查，用机器学习发现管理实践能解释地区考试成绩10%的差异，其中学校访问频率、激励措施和员工绩效评估最为关键。
Abstract Recent public sector reforms have shifted responsibility for public service delivery to local governments, yet little is known about how their management practices or behavior shape performance. This study reports on a comprehensive management survey of district education bureaucrats and their staff that was conducted in every district in Tanzania, and employs flexible machine-learning techniques to identify important management practices associated with learning outcomes. It finds that management practices explain 10 percent of variation in a district’s exam performance. The three management practices most predictive of performance are (a) the frequency of school visits, (b) school and teacher incentives administered by the district manager, and (c) performance review of staff. Although the model is not causal, these findings suggest the importance of incentives and active monitoring to motivate district staff, schools, and teachers, that include frequent monitoring of schools.