School-level resource allocation and education outcomes in Sri Lanka
Ashani Abayasekara and
International Journal of Educational Development, 2018, vol. 61, issue C, 127-141
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.
Keywords: Public education; School-level resources; O-Levels; Multilevel modelling; Sri Lanka (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:61:y:2018:i:c:p:127-141
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