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Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions

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  • Umut Özek

Abstract

Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community-level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual-level interventions. I find that the extended school day policy that targets lowest-performing schools in reading in Florida significantly improved the effectiveness of the third-grade retention policy in these schools. These complementarities were large enough to close the gap in retention effects between targeted and higher-performing schools.

Suggested Citation

  • Umut Özek, 2024. "Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions," CESifo Working Paper Series 10986, CESifo.
    • Handle: RePEc:ces:ceswps:_10986
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    References listed on IDEAS

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    More about this item

    Keywords

    educational interventions; complementarities; disadvanted communities;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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