Strengthening Teachers Accountability to Reach All Students, 2018
Other Household Survey [hh/oth]
This is the baseline survey of Strengthening Teachers Accountability to Reach all Students (STARS). The baseline was conducted in May/June 2018. Two observational studies were conducted in October 2018 and Feb 2018. The follow-up survey was conducted in May 2019.
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.
Unit of Analysis
Circuit, school, individual
Version 1.0: De-identified baseline data
EDUCATION -primary education, teacher attendance, math assessment, English assessment, management of schools, teaching and learning materials, skills, development and labor market
UNICEF supported districts in Ghana
Producers and sponsors
University of Massachusetts Boston
University of Delaware
University of Delaware
Innovations for Poverty Action
Provided technical support in the design and evaluation
The Ghana Education Service
United National International Children’s Emergency Fund (UNICEF)
World Bank's Strategic Impact Evaluation Fund
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.
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.
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.
Dates of Data Collection
Mode of data collection
Computer Assisted Personal Interview [capi]
There were 64 field staff in the baseline survey, across 12 teams
Data Collection Notes
Classroom training was done based on the roles of field staff in the STARS evaluation activities. It involved training different field staff, namely, field supervisors, team leaders, and interviewers. Classroom training comprised presentations, questions and answers, group discussions, and role-plays. Data were collected using CAPI based on the SurveyCTO platform and Samsung tablets. All survey instruments were administered in English. Data were collected through direct observations of classrooms and interviews conducted in-person and/or via phone.
Use of the dataset must be acknowledged using a citation which would include:
the Identification of the Primary Investigator
the title of the survey (including country, acronym and year of implementation)
the survey reference number
the source and date of download
Anne Fitzpatrick (University of Massachusetts Boston), Adrienne Lucas (University of Delaware), Sabrin Beg (University of Delaware). Ghana - Strengthening Teachers Accountability to Reach All Students, 2018, Baseline Surveys (STARSIE-BL 2018). Ref: GHA_2018_STARSIE-BL_v01_M. Downloaded from [uri] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.