Average vs. distributional effects: Evidence from an experiment in Rwanda

Minahil Asim

International Journal of Educational Development, 2020, vol. 79, issue C

Abstract: Programs and policies in education overwhelmingly focus on improving the average academic achievement for students. However, educational interventions focused on literacy improvement can impact readers at different levels of the reading score distribution differently, and the distributional differences may be more pronounced by sex. In this paper, I explore data from a field experiment in a district in Rwanda that was intended to make classroom reading pedagogy more effective and engage students, families, and communities in reading activities outside of school to improve students’ reading outcomes.

Keywords: Distributional effects; Literacy; Education policy (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:79:y:2020:i:c:s0738059320304338

DOI: 10.1016/j.ijedudev.2020.102274

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