Title: Impact Evaluation: Presentation to DAC Evaluation Working Group, Paris, June 2, 2005
1Impact Evaluation Presentation to DAC
Evaluation Working Group, Paris, June 2, 2005
- Howard White
- Operations Evaluation Department
- World Bank
2What is impact evaluation?
- Has had different meanings
- Sector or country-wide evaluation
- Long-run effects
- Establishing the counterfactual
- Focus on final welfare outcomes
- OED adopt a combination of the last two a
counterfactual-based analysis of how the
intervention has affected welfare outcomes
3Impact evaluation in the development context
- Been associated with poverty, gender and
environment effects, using mixed methods with
bias toward qualitative - But growing tide of quantitative impact
evaluation. Driven by - New techniques and technology
- Results-based agenda (including MDGs)
4Impact evaluation at the World Bank
- As with all evaluation, much work takes place
outside of OED - For impact there is a new initiative (DIME)
promoting greater use of impact evaluation. These
studies are - All prospective
- Attempt to promote randomization
- OEDs own program is adopting a range of
non-experimental approaches, firmly grounded by
context
5The existing OED program
- Impact evaluation not new to OED
- Over 80 studies classified as impact, and others
not so classified adopt different approaches to
measuring impact - Current program under OED-DFID partnership
supporting three studies - Ghana basic education
- Bangladesh maternal and child health
- India rural poverty
6Ghana Method and approach
- Main data collection was survey to follow up
GLSS2 from 1988 education module - Combined with time spent in the field in three
visits - Background analysis budget and political economy
(context) - Multivariate analysis of determinants of
educational outcomes. Link those determinants to
donor-financed activities - Work in collaboration with MOEYS and GSS
7Ghana findings
- Enrolments are rising
- Learning outcomes are improving
- Better school infrastructure is part of
explanation - Hence Bank-financed school investments lay behind
a substantial part of these improvements in
education outcomes - But growing dichotomization of public sector
(partly rectified in new Bank-supported program)
8Bangladesh method and approach
- Initial meta-analysis
- Using existing data sets (mainly DHS)
- Own analysis and commissioned studies
- Multivariate analysis of determinants of
mortality and nutrition (Oaxaca decomposition) - For BINP using propensity score matching
combining two datasets (problem of poor quality
and contaminated control) - Holistic approach
- Work with IMED, and local research company
9Bangladesh findings
- Role of publicly-supported interventions in
successful reduction of fertility and mortality - Immunization most cost-effective, but so are
- Training TBAs
- Female secondary stipends
- Strong cross-sectoral effects (need not imply
multi-sectoral programs) - BINP theory-based approach identifies weak links
that help explain poor outcomes
10India rural poverty
- Looking at two interventions
- AP Irrigation II and III
- AP Rural Livelihoods Project
- Three rounds of surveys (2005-2007)
- Using innovative data collection instruments for
immeasurables
11Do you want to do your own impact studies?
- Pros
- Demonstrate results
- Perceived as high quality products, appear to
find audience in country teams - Cons
- Expensive
- Technically demanding
- So when to use
- Periodic validation
- Pilots
12What do you need to do your own impact study?
- Some opportunism in selecting cases
- Sufficient scale intervention to justify cost
- Lengthy lead time, especially if collecting own
data (18 months from start to finish is best you
can hope for, 24-30 months is more realistic) - Appropriate skills mix
- Promote prospective evaluation
13Data collection for impact evaluation
14How OED is planning to take its program forward
- Partnership has helped consolidate commitment to
continuing impact evaluation - Study a year is built into work program
- One prospective study being agreed (possibly
Karnataka health) - Open to discussion of expanded program