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Teaching strategy specialization and student achievement

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  • María Gil-Izquierdo
  • Jose M. Cordero
  • Víctor Cristóbal

Abstract

This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies.

Suggested Citation

  • María Gil-Izquierdo & Jose M. Cordero & Víctor Cristóbal, 2023. "Teaching strategy specialization and student achievement," Education Economics, Taylor & Francis Journals, vol. 31(6), pages 755-773, November.
    • Handle: RePEc:taf:edecon:v:31:y:2023:i:6:p:755-773
    DOI: 10.1080/09645292.2023.2169252
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