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

  • Marion Hainaut

    ()

    (Académie de Paris - Académie de Paris)

  • Sébastien Massoni

    ()

    (CES - Centre d'économie de la Sorbonne - UP1 - Université Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique)

  • Jean-Christophe Vergnaud

    ()

    (CES - Centre d'économie de la Sorbonne - UP1 - Université Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique)

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 programm. 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.

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Paper provided by HAL in its series Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) with number halshs-00543307.

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Date of creation: Sep 2010
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Publication status: Published in Documents de travail du Centre d'Economie de la Sorbonne 2010.86 - ISSN : 1955-611X. 2010
Handle: RePEc:hal:cesptp:halshs-00543307
Note: View the original document on HAL open archive server: https://halshs.archives-ouvertes.fr/halshs-00543307
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