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Teacher-led innovations to improve education outcomes: Experimental evidence from Brazil

Caio Piza, Astrid Zwager, Matteo Ruzzante, Rafael Dantas and Andre Loureiro

Journal of Public Economics, 2024, vol. 234, issue C

Abstract: We provide experimental evidence from an education program in Brazil that empowers public school teachers, through a combination of technical assistance and earmarked funding, to design and introduce locally adapted pedagogical innovations. While the study encompasses grades 5, 6, and 10, we find consistent and pronounced impacts on learning and school progression in 6th grade, a critical transition year from primary to lower-secondary education. Positive effects are concentrated in schools where teachers are most affected and where the rate of in-school project implementation was highest. We argue that program components are likely complementary and that education projects designed to tackle multiple constraints simultaneously can improve service delivery and child outcomes.

Keywords: Education policy; Lower-secondary education; Autonomy; Mentoring; School resources; Teacher motivation; Achievement; Socio-emotional skills (search for similar items in EconPapers)
JEL-codes: H52 I21 M52 O15 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:pubeco:v:234:y:2024:i:c:s0047272724000598

DOI: 10.1016/j.jpubeco.2024.105123

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