IDEAS home Printed from
   My bibliography  Save this paper

Education Quality and Teaching Practices


  • Marina Bassi
  • Costas Meghir
  • Ana Reynoso


This paper uses a RCT to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially for the first cohort of students, but not the second. The effect is mainly accounted for by children from relatively higher income backgrounds. Based on the CLASS instrument we document that 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 can improve outcomes, but it is a challenge to sustain the impacts and to reach the most deprived children.

Suggested Citation

  • Marina Bassi & Costas Meghir & Ana Reynoso, 2016. "Education Quality and Teaching Practices," NBER Working Papers 22719, National Bureau of Economic Research, Inc.
  • Handle: RePEc:nbr:nberwo:22719
    Note: CH DEV ED LS

    Download full text from publisher

    File URL:
    Download Restriction: Access to the full text is generally limited to series subscribers, however if the top level domain of the client browser is in a developing country or transition economy free access is provided. More information about subscriptions and free access is available at Free access is also available to older working papers.

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    1. Joseph P. Romano & Michael Wolf, 2005. "Stepwise Multiple Testing as Formalized Data Snooping," Econometrica, Econometric Society, vol. 73(4), pages 1237-1282, July.
    2. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, Oxford University Press, vol. 131(3), pages 1415-1453.
    3. Alejandro J. Ganimian & Richard J. Murnane, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Impact Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.
    4. repec:hrv:faseco:30749073 is not listed on IDEAS
    5. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates," American Economic Review, American Economic Association, vol. 104(9), pages 2593-2632, September.
    6. Imbens, Guido W & Angrist, Joshua D, 1994. "Identification and Estimation of Local Average Treatment Effects," Econometrica, Econometric Society, vol. 62(2), pages 467-475, March.
    7. Marina Bassi & Rae Lesser Blumberg & Mercedes Mateo Díaz, 2016. "Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes," IDB Publications (Working Papers) 7656, Inter-American Development Bank.
    8. Orazio P. Attanasio & Camila Fernández & Emla O. A. Fitzsimons & Sally M. Grantham-McGregor & Costas Meghir & Marta Rubio-Codina, 2014. "Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial," Mathematica Policy Research Reports 62cf429ea5b74678a945aa87b, Mathematica Policy Research.
    9. Marina Bassi & Rae Lesser Blumberg & Mercedes Mateo Díaz, 2016. "Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes," IDB Publications (Working Papers) 94336, Inter-American Development Bank.
    Full references (including those not matched with items on IDEAS)


    Blog mentions

    As found by, the blog aggregator for Economics research:
    1. Education Quality and Teaching Practices
      by maximorossi in NEP-LTV blog on 2016-10-25 18:43:35


    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.

    Cited by:

    1. Facundo Albornoz & María Victoria Anauati & Melina Furman & Mariana Luzuriaga & María Eugenia Podestá & Inés Taylor, 2017. "Training to teach science: experimental evidence from Argentina," Discussion Papers 2017-08, University of Nottingham, CREDIT.

    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

    NEP fields

    This paper has been announced in the following NEP Reports:


    Access and download statistics


    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:nbr:nberwo:22719. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (). General contact details of provider: .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.