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School-level resource allocation and education outcomes in Sri Lanka
ARTICLE

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International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Sri Lanka’s public education system suffers from poor examination outcomes and wide disparities in academic achievement across schools. Using School Census data for the year 2016 and a multilevel modelling technique, we examine the link between school-level resources and student performance at the O-Levels. Controlling for several factors, we find that schools with larger shares of in-field and experienced teachers and qualified principals perform better at the O-Levels. Teacher commitment—measured by teacher absenteeism—also matters. Our findings hold several policy implications for improving the equity of school-level resource allocation and, subsequently, educational outcomes in Sri Lanka.

Citation

Abayasekara, A. & Arunatilake, N. (2018). School-level resource allocation and education outcomes in Sri Lanka. International Journal of Educational Development, 61(1), 127-141. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2017.12.010

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