dc.contributor.author | Kerwin, Jason, T. | |
dc.contributor.author | Thornton, Rebecca L. | |
dc.date.accessioned | 2021-02-24T11:51:09Z | |
dc.date.available | 2021-02-24T11:51:09Z | |
dc.date.issued | 2020 | |
dc.identifier.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 | |
dc.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16181 | |
dc.description.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. | |
dc.publisher | MIT Press | |
dc.title | Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures | |
dc.type | Article | |
dc.rights.holder | © 2020 by the President and Fellows of Harvard College and the Massachusetts Institute of Technology | |
dc.identifier.externaluri | http://dx.doi.org/10.1162/rest_a_00911 | |
dc.identifier.ag | ES/M004996/2 | |
dc.identifier.doi | 10.1162/rest_a_00911 | |