Providing local communities with authority to manage school resources is a popular education policy in the developing world. However, recent studies suggest that this type of intervention has limited impact on student learning outcomes.
To investigate how communities can effectively utilize school resources, we conducted a randomized experiment in Niger by providing school grants and training for school committees to increase communities’ awareness of student learning and improve resource management. The result shows that, when the training was conducted with grant provision, communities increased activities that enhanced student effort, and student test scores in math and French remarkably improved, particularly for low-performing children. As a secondary effect of the training, parents, who have realized their children are not learning the basics at school, increased their contribution to school committees and their support for children’s home study.
These results suggest that sharing information and knowledge with communities and raising their awareness is a key to enhancing effectiveness of community participation and school grants policy.
Keywords: Education, Decentralization, Accountability, Field experiments