Strengthening Teachers Accountability to Reach All Students, 2018 - Ghana

Abstract
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The STARS project was a randomized evaluation that tested whether teachers would be more likely to adopt a new pedagogy known as differentiated instruction, with additional support from their managers. The RCT had 3 treatment arms:
T1) Pure control; T2) “DI + Instructional Management”- Training and learning materials on differentiated instruction (DI) for teachers, their supervisors (head teachers, or principals), and circuit supervisors (i.e., the supervisors of the head teachers) 3) “DI + Instructional + People Management”- Everything in T2 plus additional management training for head teachers and circuit supervisors on people management skills to transform their role and be seen as supportive coaches. The baseline survey conducted surveys with circuit supervisors, head teachers, teachers, and students. Students were also assessed on their English and math competencies.

Geographic coverage
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UNICEF supported districts in Ghana

Analysis unit
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Circuit, school, individual

Sampling procedure
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The sample universe is 145 circuits in 20 UNICEF districts. Circuits were to be randomly assigned to the treatment of additional management training, with district as the stratification unit. Additional management circuits required one school and non-management circuits required two schools. Schools within each circuit were chosen using a randomly ordered list of all target schools. Schools were contacted in the order in which they appeared on the list and a screening questionnaire was administered to determine their eligibility for the program. To be eligible for the STARS project, a school must have non-zero enrollment in primary 4, primary 5, and primary 6 classes1, non-shift2 in primary 4-primary 6, and non-multigrade3 in primary 4 through primary 6. Overall, five of the circuits were dropped because they did not have any schools that met the eligibility criteria for inclusion.

The study was then conducted in 210 schools in 140 circuits (groups of schools) across 20 districts in Ghana.
Within each randomly sampled school, 210 head teachers and all P4-P6 teachers (671) were selected. At baseline, 15 students (30 per school) were randomly selected per class (P4 and P5). If a particular class had more than 15 students, only 15 were randomly sampled. If less than 15 students, all students were automatically included. The final sample size is 5,893 students.

Mode of data collection
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Computer Assisted Personal Interview [capi]

Research instrument
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The data was collected using 6 survey instruments - the circuit supervisor survey, head teacher survey, teacher survey, student surveys and student assessments in English and Math. See the readme for a more detailed description.

Response rate
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There was 96 percent response rate among the students in the control group at baseline and the rate was statistically similar among the treatment group. There was one head teacher who refused the survey, a 99.5% completion rate. All other respondents responded to the survey.

摘要
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STARS项目是一项随机评估，旨在检验教师是否更倾向于采用一种名为差异化教学的新教学法，并获得其管理者额外的支持。该随机对照试验（RCT）分为三个处理组：T1) 纯控制组；T2) “差异化教学+教学管理”- 为教师、其主管（校长或校长）以及学区主管（即校长的主管）提供差异化教学（DI）的培训和教学材料；3) “差异化教学+教学+人员管理”- T2中的所有内容加上为校长和学区主管提供的额外人员管理培训，以转变其角色，使其被视为支持性的教练。基线调查对学区主管、校长、教师和学生进行了调查。学生还对其英语和数学能力进行了评估。
地理覆盖范围
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联合国儿童基金会支持加纳的各学区。
分析单元
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学区、学校、个人。
抽样程序
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样本总体为20个联合国儿童基金会辖区内的145个学区。学区将被随机分配到额外管理培训的处理组中，以辖区作为分层单位。需要额外管理培训的学区需一所学校，而无需管理培训的学区需两所学校。每个学区内的学校通过所有目标学校的随机排序列表进行选择。学校按照列表上的顺序进行联系，并进行了筛选问卷，以确定其参与项目的资格。为了有资格参与STARS项目，学校必须在四年级、五年级和六年级有非零入学人数，四年级至六年级非轮换，以及四年级至六年级非复式教学。总体而言，有五个学区因没有符合纳入资格的学校而被排除。
研究随后在加纳20个辖区内的140个学区（学校群体）的210所学校中进行。在随机抽样的每所学校内，选择了210名校长和所有P4-P6教师（671人）。在基线时，每个班级（P4和P5）随机选取了15名学生（每所学校30名学生）。如果某个班级有超过15名学生，则只随机选取15人。如果少于15名学生，则自动包括所有学生。最终样本量为5,893名学生。
数据收集方式
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计算机辅助个人访谈 [capi]。
研究工具
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数据使用6种调查工具收集 - 学区主管调查、校长调查、教师调查、学生调查以及学生在英语和数学方面的评估。请参阅readme以获取更详细的描述。
回应率
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基线时，对照组学生中有96%的回应率，且在处理组中统计上相似。有一名校长拒绝参与调查，完成率为99.5%。所有其他受访者都完成了调查。