Student Feedback, Parent-Teacher Communication, and Academic Performance: Experimental Evidence from Rural China

William Siebert (), Xiangdong Wei (), Ho Lun Wong and Xiang Zhou
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Xiangdong Wei: Lingnan University
Ho Lun Wong: Lingnan University
Xiang Zhou: University of Birmingham

No 11347, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: This study reports a randomized controlled trial to improve teacher-student-parent feedback, conducted in a rural county in China with many left-behind children. Data are collected from over 4,000 primary schoolchildren (8 to 10 years old) over two school terms. We find that bi-weekly student feedbacks using our special scorecard of schoolwork and behavior improve mathematics results by 0.16 to 0.20 standard deviations, with 0.09 for language. Communicating these assessments also to parents produces further large mathematics benefits for young left-behind children, about 0.30 standard deviations. A low-cost investment in better feedback thus brings significant achievement gains especially for disadvantaged children.

Keywords: student assessment; randomized controlled trial; parent-teacher communication; academic performance; rural China (search for similar items in EconPapers)
JEL-codes: C93 I21 J24 (search for similar items in EconPapers)
Pages: 47 pages
Date: 2018-02
New Economics Papers: this item is included in nep-cna, nep-edu, nep-exp, nep-tra and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Forthcoming - updated paper forthcoming in: Education Economics, 2025

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