Education Quality and Teaching Practices

Marina Bassi, Costas Meghir and Ana Reynoso

The Economic Journal, 2020, vol. 130, issue 631, 1937-1965

Abstract: Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.

Date: 2020
References: Add references at CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://hdl.handle.net/10.1093/ej/ueaa022 (application/pdf)
Access to full text is restricted to subscribers.

Related works:
Working Paper: Education Quality and Teaching Practices (2019)
Working Paper: Education Quality and Teaching Practices (2016)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:oup:econjl:v:130:y:2020:i:631:p:1937-1965.

Ordering information: This journal article can be ordered from
https://academic.oup.com/journals

Access Statistics for this article

The Economic Journal is currently edited by Francesco Lippi

More articles in The Economic Journal from Royal Economic Society Contact information at EDIRC.
Bibliographic data for series maintained by Oxford University Press () and ().