Data Must Speak: Teacher and head teacher characteristics and exam performance

The Ministry of Education of Ghana (MoE) has developed the Education Sector Plan 2018–2030 (ESP) that establishes the vision for achieving equitable access to quality education and effectively managing education service delivery. Beyond traditional sector analysis, the MoE of Ghana is invested in deepening its use of existing data to enhance education quality. This policy brief – about students’ exam performance over time– is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Ghana. By merging and analyzing existing administrative datasets in Madagascar, this series highlights specific resources and contextual factors associated with good school performances in Ghana. More importantly, it aims to inform policy dialogue and decision-making in Ghana and other interested countries. DMS – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.