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Combating Learning Poverty: Experimental Evidence on Improving Instruction Through Teacher Training

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  • Zhang, Xinjie
  • Wang, Lu
  • Ye, Xiaoyang

Abstract

We experimentally evaluate the impact of a supply-side intervention—a targeted teacher training program in systematic phonics instruction—on students’ foundational learning. The intervention significantly improves student achievement by 0.112 standard deviations, with effects potentially driven by increased teacher subject knowledge, shifts in teaching beliefs and practices, and improvements in students’ learning attitudes. Our findings suggest that teacher training in instructional methods that directly enhances classroom instruction can play a critical role in improving educational outcomes. We discuss implications for education policy and teacher training reform.

Suggested Citation

  • Zhang, Xinjie & Wang, Lu & Ye, Xiaoyang, 2025. "Combating Learning Poverty: Experimental Evidence on Improving Instruction Through Teacher Training," Economics of Education Review, Elsevier, vol. 109(C).
    • Handle: RePEc:eee:ecoedu:v:109:y:2025:i:c:s0272775725001098
    DOI: 10.1016/j.econedurev.2025.102729
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