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Apprendre à bien lire : une étude coût efficacité des Actions Lecture

Author

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  • Marion Hainaut
  • Sébastien Massoni
  • Jean-Christophe Vergnaud

Abstract

This article presents a cost-effectiveness analysis of an innovative teaching method run in some nursery and primary schools in Paris. This project, named Action Lecture, is designed to improve pupils’ abilities and taste on 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 (academic abilities, attitude toward reading, school life) by comparing the evolution of treatment schools and control schools. 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 both in terms of impact’s evaluation and in terms of cost-effectiveness ratio.

Suggested Citation

  • Marion Hainaut & Sébastien Massoni & Jean-Christophe Vergnaud, 2010. "Apprendre à bien lire : une étude coût efficacité des Actions Lecture," Revue d'économie politique, Dalloz, vol. 120(5), pages 823-843.
  • Handle: RePEc:cai:repdal:redp_205_0823
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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