MAKING THE GRADE: THE SENSITIVITY OF EDUCATION PROGRAM EFFECTIVENESS TO INPUT CHOICES AND OUTCOME MEASURES

• 成果类型: Article
• 署名作者: Kerwin, Jason T.; Thornton, Rebecca L.
• 署名单位: University of Minnesota System; University of Minnesota Twin Cities; University of Illinois System; University of Illinois Chicago; University of Illinois Chicago Hospital
• 刊物名称: REVIEW OF ECONOMICS AND STATISTICS
• ISSN/ISSBN: 0034-6535
• DOI: 10.1162/rest_a_00911
• 发表日期: 2021-05
• 页码: 251-264
• 关键词: DEVELOPING-COUNTRIES; randomization; metaanalysis; BIAS; interventions; incentives; inference; IMPACT

摘要

This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (-0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.