The Swedish Centre for Alcohol and Drug Education (CAN) conducts annual surveys on experiences of alcohol, drugs, doping, tobacco and gambling (ANDTS) among pupils in ninth grade and year 2 of upper secondary school. Nationally representative school surveys have been conducted since 1971 in ninth grade and since 2004 in year 2 of upper secondary school.

Since 1986, these annual surveys have been the responsibility of CAN. Since 2001, the surveys have been conducted on behalf of the Ministry of Health and Social Affairs. Data in digital form are only available from the 1989 collection onwards.

Among other things, the surveys shed light on the development of young people's experience of ANDTS over time and show differences between, for example, gender, age groups and regions. In addition, the information collected provides good opportunities to make more detailed analyses of, for example, consumption patterns, relationships between the use of different substances and background factors.

The surveys are conducted digitally in the form of teacher-supervised group surveys in classrooms and students participate anonymously. Approximately 80-85 per cent of the approximately 700 (approximately 350 classes per grade) randomly selected classes participate in the study. The response rate at the individual level, in terms of pupils present at the time of the survey, is of approximately the same magnitude. Results for individual classes or schools are never reported in the national surveys.

The surveys are presented in the annual reports CAN's national school survey, but also in shorter, more thematic special reports. CAN also conducts local and regional surveys on behalf of municipalities and county councils.

The purpose of the survey is primarily to highlight the development of young people's experience of ANDTS and to study differences between different groups.

To make a request for the data, contact CAN via info@can.se.

This public opinion poll concerning public schools included questions on the following topics: (1) the most important problems with which schools must deal; (2) drug use in schools; (3) grading of schools and their teachers; (4) grading schools on various success characteristics; (5) goals of education; (6) Federal, State and local government influence on education; (7) financing schools and schooling; (8) attitudes about Acquired Immune Deficiency Syndrome and schooling; (9) grade promotion and high school graduation requirements; (10) national testing; (11) time spent on homework; (12) teachers: testing, salaries, shortages; (13) age at which children should begin school; (14) the right to choose children's schools; (15) attitudes toward private and parochial schools; and (16) support for a voucher system. For the use of Cornell University affiliated users only. Roper Center allows no redistribution in any form.

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at The Roper Center for Public Opinion Research at https://doi.org/10.25940/ROPER-31089510. We highly recommend using the Roper Center version as they may make this dataset available in multiple data formats in the future.

Abstract

The main objective of the survey, which is undertaken in March every year in all pre-primary, primary, secondary and specialized schools, is to have a set of reliable data on the education sector for the Republic of Mauritius. The questionnaires have been designed to collect information at school level on: (1) infrastructure and facilities available (2) enrolment (3) examination results (4) ICT (5) teaching and non-teaching personnel.

Geographic coverage

National coverage

Analysis unit

Educational institutions

Universe

The survey covered all public and private (including fee-paying) schools in the Republic of Mauritius.

Kind of data

Census/enumeration data [cen]

Mode of data collection

Mail Questionnaire [mail]

Cleaning operations

Data editing took place at various stages throughout the processing, including:

(a) Office editing and coding Each completed questionnaire was thoroughly scrutinized for missing and inconsistent data by a team of five Statistical Officers posted at Ministry of Education. The data was also checked against the previous year's figures to locate major changes. Following this, query was cross-checked with each school through phone and necessary corrections made. The questionnaires were then coded for data entry.

(b) During data entry Coded questionnaires, in batches, were then sent to Statistics Mauritius head office where a team of four Data Entry Operators form CISD (Central Information Systems Division) did the data capture. Questionnaires were entered twice using the software IMPS (Integrated Microcomputer Processing System) by two different persons to ensure that there was no input error.

(c) Structure checking The data files were sent back to the Statistics Unit at the Ministry of Education where automated data consistency checks were run on the data using the software IMPS again. Errors identified were then corrected by the team of five Statistical Officers. Data were validated using IMPS until there was no error.

This public opinion poll concerning public schools included questions on the following topics: (1) the most important problems with which schools must deal; (2) drug use in schools; (3) grading of schools and their teachers; (4) grading schools on various success characteristics; (5) goals of education; (6) Federal, State and local government influence on education; (7) financing schools and schooling; (8) attitudes about Acquired Immune Deficiency Syndrome and schooling; (9) grade promotion and high school graduation requirements; (10) national testing; (11) time spent on homework; (12) teachers: testing, salaries, shortages; (13) age at which children should begin school; (14) the right to choose children's schools; (15) attitudes toward private and parochial schools; and (16) support for a voucher system. For the use of Cornell University affiliated users only. Roper Center allows no redistribution in any form.

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at The Roper Center for Public Opinion Research at https://doi.org/10.25940/ROPER-31089509. We highly recommend using the Roper Center version as they may make this dataset available in multiple data formats in the future.

Education finance data include revenues, expenditures, debt, and assets [cash and security holdings] of elementary and secondary public school systems. Statistics cover school systems in all states, and include the District of Columbia.

School District Finance Survey, 2012-13 (F-33 2012-13), is a study that is part of the Common Core of Data (CCD) program; program data available since 1990 at . F-33 2012-13 (https://nces.ed.gov/ccd/f33ageninfo.asp) is a universe survey that is designed to provide finance data for all local education agencies (LEAs) that provide free public elementary and secondary education in the United States. The data file for F-33 2012-13 contains records representing the public elementary and secondary education agencies in the 50 United States and the District of Columbia. Key statistics produced from F-33 2012-13 are expenditures by object and function, indebtedness, and revenues by source. The F-33 is collaboration by the National Center for Education Statistics (NCES) and the Census Bureau. Census is the primary collection agent. Census refers to the collection as the Annual Survey of Local Government Finances: School Systems and releases its own version of the data file and publication based on that file. The NCES and Census files differ in their inclusion of independent charter school districts, the classification of some revenue items, and the inclusion of some expenditure items.

The Annual Arts Education survey collects information on student participation in and access to arts education at NYCDOE schools. Please note the following arts-related data are now collected from other sources: The number of certified art teachers and non-certified teachers teaching the arts is collected form the HR and BEDS survey The arts instructional hours provided to elementary students are collected from the Student Transcript and Academic Recording System (STARS) The middle and high school participation in the arts data and the NYSED requirement data are collected form STARS and the HS arts sequence data are also collected form STARS

School District Finance Survey, 2011-12 (F-33 2011-12), is a study that is part of the Common Core of Data (CCD) program; program data available since 1990 at . F-33 2011-12 (https://nces.ed.gov/ccd/f33ageninfo.asp) is a universe survey that is designed to provide finance data for all local education agencies (LEAs) that provide free public elementary and secondary education in the United States. The data file for F-33 2011-12 contains records representing the public elementary and secondary education agencies in the 50 United States and the District of Columbia. Key statistics produced from F-33 2011-12 are expenditures by object and function, indebtedness, and revenues by source. The F-33 is collaboration by the National Center for Education Statistics (NCES) and the Census Bureau. Census is the primary collection agent. Census refers to the collection as the Annual Survey of Local Government Finances: School Systems and releases its own version of the data file and publication based on that file. The NCES and Census files differ in their inclusion of independent charter school districts, the classification of some revenue items, and the inclusion of some expenditure items.

This public opinion poll concerning public schools included questions on the following topics: (1) the most important problems with which schools must deal; (2) drug use in schools; (3) grading of schools and their teachers; (4) grading schools on various success characteristics; (5) goals of education; (6) Federal, State and local government influence on education; (7) financing schools and schooling; (8) attitudes about Acquired Immune Deficiency Syndrome and schooling; (9) grade promotion and high school graduation requirements; (10) national testing; (11) time spent on homework; (12) teachers: testing, salaries, shortages; (13) age at which children should begin school; (14) the right to choose children's schools; (15) attitudes toward private and parochial schools; and (16) support for a voucher system. For the use of Cornell University affiliated users only. Roper Center allows no redistribution in any form.

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at The Roper Center for Public Opinion Research at https://doi.org/10.25940/ROPER-31089505. We highly recommend using the Roper Center version as they may make this dataset available in multiple data formats in the future.

This public opinion poll concerning public schools included questions on the following topics: (1) the most important problems with which schools must deal; (2) drug use in schools; (3) grading of schools and their teachers; (4) grading schools on various success characteristics; (5) goals of education; (6) Federal, State and local government influence on education; (7) financing schools and schooling; (8) attitudes about Acquired Immune Deficiency Syndrome and schooling; (9) grade promotion and high school graduation requirements; (10) national testing; (11) time spent on homework; (12) teachers: testing, salaries, shortages; (13) age at which children should begin school; (14) the right to choose children's schools; (15) attitudes toward private and parochial schools; and (16) support for a voucher system. For the use of Cornell University affiliated users only. Roper Center allows no redistribution in any form.

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at The Roper Center for Public Opinion Research at https://doi.org/10.25940/ROPER-31089508. We highly recommend using the Roper Center version as they may make this dataset available in multiple data formats in the future.

Key Table Information.Table Title.Revenue of Public Elementary-Secondary School Systems in the United States: Fiscal Year 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS12.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Fall enrollmentTotal revenueTotal revenue from federal sourcesRevenue from federal sources - Distributed through the state - Title IRevenue from federal sources - Distributed through the state - Special EducationRevenue from federal sources - Distributed through the state - Child nutritionRevenue from federal sources - Distributed through the state - Other and nonspecifiedTotal revenue from state sourcesRevenue from state sources - General formula assistanceRevenue from state sources - Special educationRevenue from state sources - Transportation programsRevenue from state sources - Other and nonspecified state aidTotal revenue from local sourcesRevenue from local sources - Total taxesRevenue from local sources - Property taxesRevenue from local sources - Parent government contributionsRevenue from local sources - Revenue from cities and countiesRevenue from local sources - Revenue from other school systemsRevenue from local sources - Current chargesRevenue from local sources - Other local revenueDefinit...

Annual School survey about health and wellbeing

This public opinion poll concerning public schools included questions on the following topics: (1) the most important problems with which schools must deal; (2) drug use in schools; (3) grading of schools and their teachers; (4) grading schools on various success characteristics; (5) goals of education; (6) Federal, State and local government influence on education; (7) financing schools and schooling; (8) attitudes about Acquired Immune Deficiency Syndrome and schooling; (9) grade promotion and high school graduation requirements; (10) national testing; (11) time spent on homework; (12) teachers: testing, salaries, shortages; (13) age at which children should begin school; (14) the right to choose children's schools; (15) attitudes toward private and parochial schools; and (16) support for a voucher system. For the use of Cornell University affiliated users only. Roper Center allows no redistribution in any form.

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at The Roper Center for Public Opinion Research at https://doi.org/10.25940/ROPER-31089507. We highly recommend using the Roper Center version as they may make this dataset available in multiple data formats in the future.

School District Finance Survey, 2008-09 (F-33 2008-09), is a study that is part of the Common Core of Data (CCD) program; program data available since 1990 at . F-33 2008-09 (https://nces.ed.gov/ccd/f33ageninfo.asp) is a universe survey that is designed to provide finance data for all local education agencies (LEAs) that provide free public elementary and secondary education in the United States. The data file for F-33 2008-09 contains 16,563 records representing the public elementary and secondary education agencies in the 50 United States and the District of Columbia. Key statistics produced from F-33 2008-09 are expenditures by object and function, indebtedness, and revenues by source. The F-33 is collaboration by the National Center for Education Statistics (NCES) and the Census Bureau. Census is the primary collection agent. Census refers to the collection as the Annual Survey of Local Government Finances: School Systems and releases its own version of the data file and publication based on that file. The NCES and Census files differ in their inclusion of independent charter school districts, the classification of some revenue items, and the inclusion of some expenditure items.

School District Finance Survey, 2007-08 (F-33 2007-08), is a study that is part of the Common Core of Data (CCD) program; program data available since 1990 at https://nces.ed.gov/ccd/f33agency.asp. F-33 2007-08 (https://nces.ed.gov/ccd/f33ageninfo.asp) is a universe survey that is designed to provide finance data for all local education agencies (LEAs) that provide free public elementary and secondary education in the United States. The data file for F-33 2007-08 contains 16,453 records representing the public elementary and secondary education agencies in the 50 United States and the District of Columbia. Key statistics produced from F-33 2007-08 are expenditures by object and function, indebtedness, and revenues by source. The F-33 is collaboration by the National Center for Education Statistics (NCES) and the Census Bureau. Census is the primary collection agent. Census refers to the collection as the Annual Survey of Local Government Finances: School Systems and releases its own version of the data file and publication based on that file. The NCES and Census files differ in their inclusion of independent charter school districts, the classification of some revenue items, and the inclusion of some expenditure items.

Key Table Information.Table Title.Indebtedness and Debt Transactions of Public Elementary-Secondary School Systems: U.S. and State: 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS07.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Total debt outstanding at end of fiscal yearDebt outstanding at end of fiscal year - Long-termDebt outstanding at end of fiscal year - Short-termDebt transactions - Long-term debt issuedDebt transactions - Long-term debt retiredDefinitions can be found by clicking on the column header in the table or by accessing the Glossary.For detailed information, see Government Finance and Employment Classification Manual..Unit(s) of Observation.The basic reporting unit is the governmental unit, defined as an organized entity which in addition to having governmental character, has sufficient discretion in the management of its own affairs to distinguish it as separate from the administrative structure of any other governmental unit.The reporting units for the Annual Survey of School System Finances are public school systems that provide elementary and/or secondary education. The term "public school systems" includes two types of government entities with responsibility for providing education services: (1)...

Tabular results of the Annual Technology Survey, submitted to the Office of the Superintendent of Public Instruction (OSPI). This dataset combines multiple years of the survey data to allow longitudinal analysis.

Abstract

Yemen's rapid population growth coupled with its scarce public resources demands more equitable and efficient financial and human resource management system in the basic education sector. Despite overall increase in gross enrollment rates, Yemen still has one of the lowest adult literacy rates in the world. Evaluating how efficiently funds allocated for primary education are spent is one of the steps to improve quality of education in the country.

In 2009, the Government of Yemen with the support of the World Bank launched a project to examine the management of public resources in country's education sector and potential inefficiencies in their use. The overall study consisted of three complimentary surveys. The first survey focused on “in and out” resource flows, expenditures, oversight arrangements and financial management practices. The second survey of 16 schools in 12 districts from three governorates examined how prevailing informal practices deviated from formal rules and regulations with respect to teacher deployment, management, salary payments, and resource allocations to frontline service delivery units. The third study, non-traditional Public Expenditure Tracking Survey, offered findings on leakages in wage and salary expenditures through recording of teacher absenteeism. The latter survey is documented here.

Public Expenditure Tracking Surveys (PETS) of the education sector typically focus on the estimation of fiscal leakages from cash resources allocated at the school level. Unfortunately, such approach was not suitable for Yemen because schools receive few, if any, cash resources, particularly since the recent abolition of school fees. Almost all of the allocations are delivered in-kind (e.g., textbooks, chalks, and equipment) and procured at the central level. This particular nature of the resource allocation system called for non-conventional methods of analysis in identifying fiscal leakages in the system. This non-classical PETS study was designed as an absenteeism survey to detect wage/salary leakages. Anecdotal evidence suggests that teacher absenteeism and the issue of ghost workers particularly stand out as the two most common types of fiscal leakages in Yemen's education system.

The survey was conducted in four governorates, representing Yemen's geographic and political diversity. Hodeidah, Hadramout, Shabwah and Saada governorates were chosen. Researchers paid unannounced visits to 240 randomly selected schools to record how many teachers were absent on the day of the visit without prior approval of leave. Investigators then explored how absence correlated with a wide range of potential determinants of the quality of education at the individual, facility, and national levels. The survey also aimed to expose the methods of keeping ghost workers on payroll.

The number of teachers in the selected schools was 2928; investigators interviewed 1048 of them. The survey instrument included questions about characteristics of teachers, schools, community and students.

Geographic coverage

Hodeidah, Hadramout, Shabwah and Saada governorates

Analysis unit

• Primary schools teachers

Kind of data

Sample survey data [ssd]

Sampling procedure

The survey covered 240 schools selected by stratified multi-stage sampling based on the Ministry of Education 2004-2005 Annual School Survey (School Census) data.

Researchers employed purposive selection method to choose governorates. Literacy rate was used as a proxy for the human development index. The selection of governorates for the study represented the geographic and political diversity of Yemen. The sample included governorates from the coastal, mountainous, desert and transitory (mountainous to desert) regions of Yemen as well as from the former North and South. Hadramout, Hodeidah, Shabwah and Saadah governorates were chosen.

In each governorate, five districts were randomly selected. Two criteria were applied for the selection of districts: - number of basic schools in the district must exceed 20 in order to select 12 schools in the district, - the sum of schools in five districts should have enough sample schools for each characteristic - urban, rural, boys, girls, and mixed schools.

Based on these criteria, five districts were selected randomly by using the MS-EXCEL random number generator.

The selection of schools was done in three steps: 1) categorizing schools in a matrix of urban-rural and boys, girls-mixed schools; 2) making proportional adjustments according to each category; 3) selecting schools from each category by applying systematic random sampling method, in which the assigned number of schools is selected from the list of schools in an interval calculated from total number of schools divided by the assigned number of schools. Secondary schools were excluded from the sample.

While there were some difficulties finding schools or reaching remote areas, the fieldwork was completed on time. The total number of teachers in sampled schools was 2928. The number of interviewed teachers was 1048.

Sampling deviation

Due to defects in the original data used for sampling and tribal disputes in certain areas in Saada, a few schools could not be visited. To replace those schools, alternative schools of similar characteristics were selected in the same district. - Hadramout: No replacement of schools - Hodeidah: 1 school was replaced as it has been closed for more than 2 years - Shabwah: 2 schools were replaced as they actually did not exist; 2 questionnaires were filled for one of the schools as that school was using double-shift and had assigned two different names with two distinct principals each shift. - Saada: 3 schools were replaced due to security reasons; 1 school was replaced as it was a secondary school.

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaire included questions about teacher characteristics, school characteristics, community characteristics, and some information on the students. There were three main parts in the questionnaire: a questionnaire for the principal, headcounts of teachers, and a questionnaire for teachers.

The first part comprised questions about basic school information and teacher records. The teacher records were obtained from the official teacher attendance sheets, unless they were kept separately in the school. If the principal was not available, either the deputy principal or the most senior teacher was designated as the respondent.

Headcounts of teachers and interviews with the teachers were undertaken by the second enumerator in the team, while the first enumerator was responsible for the questionnaire developed for the principal.

Annual School Survey

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

The sample for the Global Education Policy Dashboard in SLE was based in part on a previous sample of 260 schools which were part of an early EGRA study. Details from the sampling for that study are quoted below. An additional booster sample of 40 schools was chosen to be representative of smaller schools of less than 30 learners.

EGRA Details:

"The sampling frame began with the 2019 Annual School Census (ASC) list of primary schools as provided by UNICEF/MBSSE where the sample of 260 schools for this study were obtained from an initial list of 7,154 primary schools. Only schools that meet a pre-defined selection criteria were eligible for sampling.

To achieve the recommended sample size of 10 learners per grade, schools that had an enrolment of at least 30 learners in Grade 2 in 2019 were considered. To achieve a high level of confidence in the findings and generate enough data for analysis, the selection criteria only considered schools that: • had an enrolment of at least 30 learners in grade 1; and • had an active grade 4 in 2019 (enrolment not zero)

The sample was taken from a population of 4,597 primary schools that met the eligibility criteria above, representing 64.3% of all the 7,154 primary schools in Sierra Leone (as per the 2019 school census). Schools with higher numbers of learners were purposefully selected to ensure the sample size could be met in each site.

As a result, a sample of 260 schools were drawn using proportional to size allocation with simple random sampling without replacement in each stratum. In the population, there were 16 districts and five school ownership categories (community, government, mission/religious, private and others). A total of 63 strata were made by forming combinations of the 16 districts and school ownership categories. In each stratum, a sample size was computed proportional to the total population and samples were drawn randomly without replacement. Drawing from other EGRA/EGMA studies conducted by Montrose in the past, a backup sample of up to 78 schools (30% of the sample population) with which enumerator teams can replace sample schools was also be drawn.

In the distribution of sampled schools by ownership, majority of the sampled schools are owned by mission/religious group (62.7%, n=163) followed by the government owned schools at 18.5% (n=48). Additionally, in school distribution by district, majority of the sampled schools (54%) were found in Bo, Kambia, Kenema, Kono, Port Loko and Kailahun districts. Refer to annex 9. for details on the population and sample distribution by district."

Because of the restriction that at least 30 learners were available in Grade 2, we chose to add an additional 40 schools to the sample from among smaller schools, with between 3 and 30 grade 2 students. The objective of this supplement was to make the sample more nationally representative, as the restriction reduced the sampling frame for the EGRA/EGMA sample by over 1,500 schools from 7,154 to 4,597.

The 40 schools were chosen in a manner consistent with the original set of EGRA/EGMA schools. The 16 districts formed the strata. In each stratum, the number of schools selected were proportional to the total population of the stratum, and within stratum schools were chosen with probability proportional to size.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below: - School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey