Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures
Kerwin, Jason, T.
Thornton, Rebecca L.
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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.
CitationJason 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
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