Experimental Evidence on Four Policies to Increase Learning at Scale

• 成果类型: Article
• 署名作者: Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne M.
• 署名单位: University of Delaware; Innovations for Poverty Action (IPA); University of Delaware; National Center Atmospheric Research (NCAR) - USA; National Bureau of Economic Research
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1093/ej/ueae003
• 发表日期: 2024
• 页码: 1985-2008
• 关键词: randomized evaluation; education; achievement

摘要

We partnered with the Ghanaian government to simultaneously test four methods of increasing achievement-assistant-led remedial pull-out lessons, remedial after-school lessons, smaller class sizes and teacher-implemented partial day tracking-in schools with low and heterogeneous student achievement. The interventions increased student learning by about 0.1 standard deviations, rising to 0.4 standard deviations when adjusting for imperfect implementation, with no effects on attendance, grade repetition or drop-out. Test score increases were larger for girls. Test score gains persisted after the program ended. Assistants implemented the program with higher fidelity than teachers, although their fidelity decreased over time while teacher fidelity marginally improved.