Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions

Umut Özek

No 10986, CESifo Working Paper Series from CESifo

Abstract: Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community-level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual-level interventions. I find that the extended school day policy that targets lowest-performing schools in reading in Florida significantly improved the effectiveness of the third-grade retention policy in these schools. These complementarities were large enough to close the gap in retention effects between targeted and higher-performing schools.

Keywords: educational interventions; complementarities; disadvanted communities (search for similar items in EconPapers)
JEL-codes: I20 I28 (search for similar items in EconPapers)
Date: 2024
New Economics Papers: this item is included in nep-edu and nep-ure
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