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    Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures

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    Date
    2020
    Author
    Kerwin, Jason, T.
    Thornton, Rebecca L.
    Metadata
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    Impact
    Abstract
    This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16181
    Citation
    Jason T. Kerwin and Rebecca L. Thornton, Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures, The Review of Economics and Statistics 0 0:ja, 1-45
    DOI
    10.1162/rest_a_00911
    More details
    http://dx.doi.org/10.1162/rest_a_00911
    Rights holder
    © 2020 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology
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    • Education [106]

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