El Salvador - Improving Quality of General Education

El Salvador Improving Quality of General Education

Informe de Diseño de la Evaluación de Impacto del Modelo SI-EITP

Independent Impact Evaluation

ID Number DDI-MCC-SLV2-EDU-HCEQ-v1

Topic	Vocabulary	URI
Education	MCC Sector

Name	Abbreviation	Role
Millennium Challenge Corporation	MCC	Review of Metadata

2017-01-26DDI-MCC-SLV2-EDU-HCEQ-v1El Salvador Compact IIThe MCC has contracted with Mathematica Policy Research to conduct an evaluation of the Human Capital Project. Mathematica will conduct an impact evaluation of the Integrated Systems of Full-Time Inclusive Schools model (SI-EITP for its initials in Spanish) under the Education Quality Activity of the Human Capital Project. The SI-EITP model organizes neighboring schools of all grade levels into integrated school systems (or cluster of schools) in which representatives from the schools in the integrated system work together to develop joint action plans, optimize and share resources, share expertise, and foster family and community involvement.Education (Edu)Activities • Conduct induction training on the SI-EITP model for school staff, and community members • Establish a management structure for the system consistent with the SI-EITP model (School council) • Each Integrated system will have a 'pedagogical-technical team' • Each Integrated System will have a technical pedagogy assistant and school management assistant • Provide management training to principals and relevant staff • Establish alliances with local entities • Build or remodel school infrastructure in the designated “centro educativo integral” • Develop the pedagogical plan in coordination with all schools in the system • Promote active methodologies and improve teacher content knowledge • Focus on competencies and implementing appropriate evaluation approaches to track student learning • Reorganize schedule/ curriculum/teachers to offer extended time at school for grades 7-9 • Provide teacher training in English language instruction and use of information and communication technology (TICS). Also training in active methodologies tailored to each system • Reassignment of teachers to teach areas that are linked to their training Ouputs • Principals, teachers, complete induction training • Management structure for the system is established (School council with principal and teachers) • The pedagogical-technical team is established and each system has a pedagogy assistant and school management assistant. • The designated “centro educativo integral” has functioning infrastructure • All systems have a secondary school • All systems develop and implement a pedagogical proposal • Schools with grades 7-9 provide extended time in school • Teachers trained (in English language instruction and use of information and communication technology TICs); teachers use active methodologies • Teachers use appropriate evaluation methods and monitor student learning • The mismatch between teachers training and the subject they teach decrease Short term outcomes • Alliances with the community provide resources to schools • Joint decision making across schools on issues related to implementing the pedagogical proposal • Increased parental and community involvement • Schools share resources • Increased time spent on academic activities • Increased time in school for students • Teachers apply new teaching skills and content knowledge (TBD) • Improve instructional practices (TBD) • Teachers will teach the area or subject they were trained Medium term outcomes • Less grade repetition • Fewer dropouts • More grade progression • Better student academic achievement • More access (enrollment) to grades 7?9 and secondary grades 10?12 • Greater attendance Long term outcomes • Smaller access gap in grades 7?12 • Improved competencies that can lead to higher productivity, employment, and incomeParticipants are principals, teachers, and students enrolled in schools that were randomly assigned to implement the SI-EITP model.