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How to improve pupils' literacy? A cost-effectiveness analysis of a French educational project

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  • Sébastien Massoni

    ()
    (CES - Centre d'économie de la Sorbonne - CNRS : UMR8174 - Université Paris I - Panthéon-Sorbonne)

  • Jean-Christophe Vergnaud

    ()
    (CES - Centre d'économie de la Sorbonne - CNRS : UMR8174 - Université Paris I - Panthéon-Sorbonne)

Abstract

The Action Lecture program is an innovative teaching method run in some nursery and primary schools in Paris and designed to improve pupils' literacy. We report the results of an evaluation of this program. We describe the experimental protocol that was built to estimate the program's impact on several types of indicators. Data were processed following a Differences-in-Differences (DID) method. Then we use the estimation of the impact on academic achievement to conduct a cost-effectiveness analysis and take a reduction of the class size program as a benchmark. The results are positive for the Action Lecture program.

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Paper provided by HAL in its series Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) with number hal-00676515.

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Date of creation: 2012
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Publication status: Published, Economics of Education Review, 2012, 31, 1, 84-91
Handle: RePEc:hal:cesptp:hal-00676515

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Keywords: Costs; Educational economics; Efficiency; Resource allocation;

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  1. Behrman, Jere R., 1996. "Measuring the effectiveness of schooling policies in developing countries: Revisiting issues of methodology," Economics of Education Review, Elsevier, Elsevier, vol. 15(4), pages 345-364, October.
  2. Guido Imbens & Jeffrey Wooldridge, 2008. "Recent developments in the econometrics of program evaluation," CeMMAP working papers, Centre for Microdata Methods and Practice, Institute for Fiscal Studies CWP24/08, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
  3. Duflo, Esther & Glennerster, Rachel & Kremer, Michael, 2008. "Using Randomization in Development Economics Research: A Toolkit," Handbook of Development Economics, Elsevier, Elsevier.
  4. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 114(2), pages 533-575, May.
  5. Ludger Wößmann & Martin R. West, 2002. "Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS," Kiel Working Papers 1099, Kiel Institute for the World Economy.
  6. Orley Ashenfelter & David Card, 1984. "Using the Longitudinal Structure of Earnings to Estimate the Effect of Training Programs," Working Papers, Princeton University, Department of Economics, Industrial Relations Section. 554, Princeton University, Department of Economics, Industrial Relations Section..
  7. Brown, Byron W., 1991. "How gender and socioeconomic status affect reading and mathematics achievement," Economics of Education Review, Elsevier, Elsevier, vol. 10(4), pages 343-357, December.
  8. Akerhielm, Karen, 1995. "Does class size matter?," Economics of Education Review, Elsevier, Elsevier, vol. 14(3), pages 229-241, September.
  9. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2002. "How Much Should We Trust Differences-in-Differences Estimates?," NBER Working Papers 8841, National Bureau of Economic Research, Inc.
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