Experimental Evidence on Four Policies to Increase Learning at Scale
Bibliographic Data
| ID | 9949882 |
|---|---|
| Authors | Annie Duflo (Innovations for Poverty Action), Jessica Kiessel (Omidyar Network , USA), Adrienne M Lucas (University of Delaware, CGD, J-PAL & NBER , USA), Adrienne Lucas (0000-0001-7901-0057, University of Delaware, corresponding author) |
| Year | 2024 |
| Volume | 134 |
| Issue | 661 |
| Pages | 1985-2008 |
| Publication date | 2024-02-02 |
| 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 (OUP) (PUBLISHER) |
| DOI | 10.1093/ej/ueae003 |
| OpenAlex | W4391514260 |
| Language | EN |
| Citations received | 8 |
| References cited | 18 |
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
Academic achievement · Attendance · Demographic economics · Drop out · Economic growth · Economics · Fidelity · Government (linguistics · Mathematics education · Pedagogy · Political science · Psychological intervention · Reading (process · Remedial education · Standardized test · Student's t-test · Test (biology · Test score · Tracking (education · Computer Science · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance
Reducing early secondary school leaving
Supporting learning in and out of school
What Drives Teachers to Change Their Instruction? A Mixed-Methods Study from Zambia
Selection, training, and importance of school heads and supervisors across Africa
Remote tutoring in Latin America
Estimating heterogeneous treatment effects with item‐level outcome data
Enhancing Human Capital in Children
Experimental Evidence on Four Policies to Increase Learning at Scale
Experimental Estimates of Education Production Functions
Peer Effects, Teacher Incentives, and the Impact of Tracking
Training, Wages, and Sample Selection
Remedying Education
The Challenge of Education and Learning in the Developing World
Building State Capacity
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes
Experimental Evidence on Four Policies to Increase Learning at Scale
From Proof of Concept to Scalable Policies
Experimentation at Scale
| Unique citing works | 8 |
|---|---|
| Citations per year | 4 |
| Citation span | 2024 - 2027 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |