Do "Child-Friendly" Practices affect Learning? Evidence from Rural India
This paper examines the effects of "child-friendly" practices on learning in rural India. These are a set of pedagogical practices intended to improve education outcomes by increasing childrenâ€™s inclusion in their learning environment. They are widely promoted in international development circles, and are an increasingly important plank of Indian education policy. This paper offers the first quantitative evidence of their impact. Data is drawn from a survey of 12,576 primary school pupils in government schools in rural India. Incidence levels of six pedagogical practices, each representing a different aspect of child-friendliness described in Indian policy documents, are drawn from high-quality classroom observations. Estimates of their impact on low-stakes reading and maths test-scores are then generated using a school fixed effects value-added model. The main finding is that child-friendly practices, while well-intentioned, generally have insignificant effects on test-scores. Even in circumstances where the practices show some effects, they do not always have the positive impact which would be expected based on their popularity in policy discourse. Further, no strong evidence emerges that the practices differentially affect the test-scores of high and low ability pupil groups. These findings highlight substantial flaws in the content of the publically available evidence base which underlies important elements of Indian education policy, and the gains which could be made from more rigorous analysis at the policy formulation stage.
|Date of creation:||06 Feb 2014|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: (44) (0)20 7612 6654. Eliminate (44) and add (0) if calling from inside the UK. Add (44) and eliminate (0) if calling from abroad.
Fax: (44) (0)20 7612 6686
Web page: http://www.ioe.ac.uk/research/departments/qss/35445.html
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Andrabi, Tahir & Das, Jishnu & Khwaja, Asim Ijaz & Zajonc, Tristan, 2009.
"Do value-added estimates add value ? accounting for learning dynamics,"
Policy Research Working Paper Series
5066, The World Bank.
- Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja & Tristan Zajonc, 2011. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," American Economic Journal: Applied Economics, American Economic Association, vol. 3(3), pages 29-54, July.
- Andrabi, Tahir & Das, Jishnu & Khwaja, Asim Ijaz & Zajonc, Tristan, 2009. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," Working Paper Series rwp09-034, Harvard University, John F. Kennedy School of Government.
- Khwaja, Asim Ijaz & Andrabi, Tahir & Das, Jishnu & Zajonc, Tristan, 2009. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," Scholarly Articles 4435671, Harvard Kennedy School of Government.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007.
"Teachers and Student Achievement in the Chicago Public High Schools,"
Journal of Labor Economics,
University of Chicago Press, vol. 25, pages 95-135.
- Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
- Aslam, Monazza & Kingdon, Geeta, 2011.
"What can teachers do to raise pupil achievement?,"
Economics of Education Review,
Elsevier, vol. 30(3), pages 559-574, June.
- Monazza Aslam & Geeta Kingdon, 2007. "What can Teachers do to Raise Pupil Achievement?," Economics Series Working Papers WPS/2007-14, University of Oxford, Department of Economics.
- Monazza Aslam & Geeta Kingdon, 2007. "What can Teachers do to Raise Pupil Achievement?," CSAE Working Paper Series 2007-14, Centre for the Study of African Economies, University of Oxford.
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006.
"Teacher-Student Matching and the Assessment of Teacher Effectiveness,"
NBER Working Papers
11936, National Bureau of Economic Research, Inc.
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
- Metzler, Johannes & Wößmann, Ludger, 2012.
"The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation,"
Munich Reprints in Economics
19216, University of Munich, Department of Economics.
- Metzler, Johannes & Woessmann, Ludger, 2012. "The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation," Journal of Development Economics, Elsevier, vol. 99(2), pages 486-496.
- Johannes Metzler & Ludger Woessmann, 2010. "The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation," CESifo Working Paper Series 3111, CESifo Group Munich.
- Metzler, Johannes & Woessmann, Ludger, 2010. "The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation," IZA Discussion Papers 4999, Institute for the Study of Labor (IZA).
- John Jerrim & Anna Vignoles, 2011. "The use (and misuse) of statistics in understanding social mobility: regression to the mean and the cognitive development of high ability children from disadvantaged homes," DoQSS Working Papers 11-01, Department of Quantitative Social Science - UCL Institute of Education, University College London, revised 20 Apr 2011.
- Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008.
"What does certification tell us about teacher effectiveness? Evidence from New York City,"
Economics of Education Review,
Elsevier, vol. 27(6), pages 615-631, December.
- Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
- Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005.
"Teachers, Schools, and Academic Achievement,"
Econometric Society, vol. 73(2), pages 417-458, 03.
- Michael Kremer & Nazmul Chaudhury & F. Halsey Rogers & Karthik Muralidharan & Jeffrey Hammer, 2005. "Teacher Absence in India: A Snapshot," Journal of the European Economic Association, MIT Press, vol. 3(2-3), pages 658-667, 04/05.
- Geeta Gandhi Kingdon, 2006. "Teacher characteristics and student performance in India: A pupil fixed effects approach," Economics Series Working Papers GPRG-WPS-059, University of Oxford, Department of Economics.
- Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2011. "Identifying Effective Classroom Practices Using Student Achievement Data," Journal of Human Resources, University of Wisconsin Press, vol. 46(3), pages 587-613.
- Thomas J. Kane & Douglas O. Staiger, 2002. "The Promise and Pitfalls of Using Imprecise School Accountability Measures," Journal of Economic Perspectives, American Economic Association, vol. 16(4), pages 91-114, Fall.
- Paul Atherton & Geeta Kingdon, 2010. "The relative effectiveness and costs of contract and regular teachers in India," CSAE Working Paper Series 2010-15, Centre for the Study of African Economies, University of Oxford.
- Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
- Arellano, Manuel & Bond, Stephen, 1991.
"Some Tests of Specification for Panel Data: Monte Carlo Evidence and an Application to Employment Equations,"
Review of Economic Studies,
Wiley Blackwell, vol. 58(2), pages 277-97, April.
- Tom Doan, . "RATS program to replicate Arellano-Bond 1991 dynamic panel," Statistical Software Components RTZ00169, Boston College Department of Economics.
When requesting a correction, please mention this item's handle: RePEc:qss:dqsswp:1403. 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: (Bilal Nasim)
If references are entirely missing, you can add them using this form.