MAKING THE GRADE: THE SENSITIVITY OF EDUCATION PROGRAM EFFECTIVENESS TO INPUT CHOICES AND OUTCOME MEASURES
MAKING THE GRADE: THE SENSITIVITY OF EDUCATION PROGRAM EFFECTIVENESS TO INPUT CHOICES AND OUTCOME MEASURES
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DOI：
10.1162/rest_a_00911
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发表时间：
2021-05-01
影响因子：
8
通讯作者：
Thornton, Rebecca L.
中科院分区：
文献类型：
--
作者：
Kerwin, Jason T.;Thornton, Rebecca L.
本文展示了急性敏感性的教育计划的有效性的输入和结果的措施的选择，使用母语识字计划的随机评估。该计划将阅读分数提高了0.64 SD，写作分数提高了0.45 SD。相反，降低成本的版本在统计学上产生了不显著的阅读增益，并对高级写作产生了一些很大的负面影响（-0.33 SD）。我们结合联合收割机的概念模型的教育生产与详细的课堂观察，以检查驱动的结果的机制，我们表明，他们可能是由该计划最初降低生产力之前，提高它，并可能通过在降低成本的版本中缺少补充投入。
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 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (-0.33 SDs) 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.