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Education Quality and Teaching Practices

Author

Listed:
  • Marina Bassi
  • Costas Meghir
  • Ana Reynoso

Abstract

Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.

Suggested Citation

  • Marina Bassi & Costas Meghir & Ana Reynoso, 2020. "Education Quality and Teaching Practices," The Economic Journal, Royal Economic Society, vol. 130(631), pages 1937-1965.
    • Handle: RePEc:oup:econjl:v:130:y:2020:i:631:p:1937-1965.
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    File URL: http://hdl.handle.net/10.1093/ej/ueaa022
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    Blog mentions

    As found by EconAcademics.org, the blog aggregator for Economics research:
    1. Education Quality and Teaching Practices
      by maximorossi in NEP-LTV blog on 2019-08-22 20:24:27
    2. Education Quality and Teaching Practices
      by maximorossi in NEP-LTV blog on 2016-10-25 18:43:35

    Citations

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    Cited by:

    1. Facundo Albornoz & María Victoria Anauati & Melina Furman & Mariana Luzuriaga & María Eugenia Podestá & Inés Taylor, 2020. "Training to Teach Science: Experimental Evidence from Argentina," The World Bank Economic Review, World Bank, vol. 34(2), pages 393-417.
    2. Spencer, Noah, 2024. "Comprehensive early literacy policy and the “Mississippi Miracle”," Economics of Education Review, Elsevier, vol. 103(C).
    3. Marina Bassi & Mercedes Mateo Díaz & Rae Lesser Blumberg & Ana Reynoso, 2018. "Failing to notice? Uneven teachers’ attention to boys and girls in the classroom," IZA Journal of Labor Economics, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 7(1), pages 1-22, December.
    4. Dong, Xiaoqi & Liang, Yinhe & Yu, Shuang, 2023. "Middle-achieving students are also my peers: The impact of peer effort on academic performance," Labour Economics, Elsevier, vol. 80(C).
    5. Araya, Roberto & Arias Ortiz, Elena & Bottan, Nicolas & Cristia, Julian, 2025. "Integrating learning platforms within regular school time: experimental evidence from Chilean primary schools," Economics of Education Review, Elsevier, vol. 106(C).
    6. Albornoz, Facundo & Contreras, David & Upward, Richard, 2023. "Let's stay together: The effects of repeat student-teacher matches on academic achievement," Economics of Education Review, Elsevier, vol. 94(C).

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • I3 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty

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