Do Students Learn More with an Additional Teacher in the Classroom? Evidence from a Field Experiment
Bibliographic Data
| ID | 9715833 |
|---|---|
| Authors | Venke Furre Haaland (University of Stavanger), Mari Rege (0000-0002-9574-5851, University of Stavanger, corresponding author), Oddny Judith Solheim (0000-0002-9365-9052, University of Stavanger) |
| Year | 2023 |
| Volume | 134 |
| Issue | 657 |
| Pages | 418-435 |
| Publication date | 2023-12-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Economic Journal (JOURNAL) |
| Journal identifiers | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/ej/uead074 |
| OpenAlex | W4386727417 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
We present a field experiment investigating treatment effects of an additional teacher in the classroom on student learning. The treatment targets literacy instruction during first and second grades. Nearly 6,000 students in 300 classrooms participated in the experiment. The treatment has on average no effects on student learning. However, boys seem to benefit, with treatment impacts of about 0.12 and 0.09 standard deviations on the national literacy assessment and the reading self-concept, respectively. The effects seem to be particularly large for boys with low skills at baseline, with treatment impacts of 0.23 and 0.22 standard deviations
Baseline (sea · Field (mathematics · Literacy · Mathematics education · Pedagogy · Political science · Reading (process · Mathematics · Parental Involvement in Education · Psychology · Reading and Literacy Development · School Choice and Performance
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2022 - 2023 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |