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Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement

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  • Cristi�n Bellei

Abstract

This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with propensity scores matching procedures to estimate treatment effects. The main findings were the following: (a) the program had positive effects on fourth-grade students' achievement in both language and mathematics; (b) program effect size was 0.23 standard deviations, and not sensitive to control for covariates; (c) there were larger effects for students in the middle part of the students' test-score distribution; (d) after the intervention had ceased, the program impact declined rapidly; and (e) the program reduced grade retention by 1.5 percentage points.

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  • Cristi�n Bellei, 2013. "Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(3), pages 235-248, May.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:3:p:235-248
    DOI: 10.1080/00220671.2012.687788
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    Cited by:

    1. Teresa Kampfmann & Philip Bernert & Daniel J Lang, 2023. "Toward a modular evaluation approach of real-world laboratories: Findings from a literature review," Research Evaluation, Oxford University Press, vol. 32(1), pages 128-143.

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