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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. It has been suggested that instructing teachers to follow specific practices together with tight monitoring of their activities may help improve outcomes in under-performing schools that usually serve poor populations. 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 and by equal amounts for boys and girls. However, the effect is mainly accounted for by children from relatively higher income backgrounds and not for the most deprived. 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 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
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    References listed on IDEAS

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    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
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    5. Orazio Attanasio & Sarah Cattan & Emla Fitzsimons & Costas Meghir & Marta Rubio-Codina, 2020. "Estimating the Production Function for Human Capital: Results from a Randomized Controlled Trial in Colombia," American Economic Review, American Economic Association, vol. 110(1), pages 48-85, January.
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    8. repec:hrv:faseco:30749073 is not listed on IDEAS
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    11. Stephen Machin & Sandra McNally & Costas Meghir, 2010. "Resources and Standards in Urban Schools," Journal of Human Capital, University of Chicago Press, vol. 4(4), pages 365-393.
    12. 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.
    13. Bassi, Marina & Blumberg, Rae Lesser & Mateo-Berganza Díaz, María Mercedes, 2016. "Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes," IDB Publications (Working Papers) 7656, Inter-American Development Bank.
    14. Orazio P. Attanasio & Camila Fernández & Emla O. A. Fitzsimons & Sally M. Grantham-McGregor & Costas Meghir & Marta Rubio-Codina, "undated". "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.
    15. 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.
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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

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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," World Bank Economic Review, World Bank Group, vol. 34(2), pages 393-417.
    2. 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.

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    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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