Experimental Evidence on Alternative Policies to Increase Learning at Scale

Annie Duflo, Jessica Kiessel and Adrienne Lucas

No 27298, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We partnered with the Ghanaian government to test simultaneously four methods of increasing achievement in schools with low and heterogeneous student achievement| assistant led remedial pull-out lessons, assistant led remedial after school lessons, assistant led smaller class sizes, or teacher implemented partial day tracking. Despite implementation issues, the interventions increased student learning by about 0.1SD, about 0.4SD when adjusting for the imperfect implementation, with no effects on attendance, grade repetition, or drop-out. Test score increases were larger for girls and gains persisted after the program ended. Fidelity of implementation decreased over time for the assistants but increased for the teachers.

JEL-codes: I21 I25 I28 J24 O15 (search for similar items in EconPapers)
Date: 2020-06
New Economics Papers: this item is included in nep-edu and nep-ure
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