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The impact of structured teaching methods on the quality of education

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  • Leme, Maria Carolina da Silva
  • Louzano, Paula Baptista Jorge
  • Ponczek, Vladimir Pinheiro
  • Souza, André Portela Fernandes de

Abstract

This paper estimates the impact of the use of structured methods on the quality of education of the students in primary public school in Brazil. Structure methods encompass a range of pedagogical and managerial instruments applied to the education system. In recent years, several municipalities in the State of São Paulo have contracted out private educational providers to implement these structured methods in their schooling system. Their pedagogical proposal involves structuring curriculum contents, elaboration and use of teachers and students textbooks, and training and supervision of the teachers and instructors. Using a difference in differences estimation strategy, we find that the fourth and eighth grader students in the municipalities with structured methods performed better in Portuguese and Math than students in municipalities not exposed to the methods. We find no differences in approval rates. However, a robustness check is not able to discard the possibility that unobserved municipal characteristics may affect the results.

Suggested Citation

  • Leme, Maria Carolina da Silva & Louzano, Paula Baptista Jorge & Ponczek, Vladimir Pinheiro & Souza, André Portela Fernandes de, 2012. "The impact of structured teaching methods on the quality of education," Textos para discussão 291, FGV EESP - Escola de Economia de São Paulo, Fundação Getulio Vargas (Brazil).
    • Handle: RePEc:fgv:eesptd:291
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    References listed on IDEAS

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    1. Brian A. Jacob & Lars Lefgren, 2004. "The Impact of Teacher Training on Student Achievement: Quasi-Experimental Evidence from School Reform Efforts in Chicago," Journal of Human Resources, University of Wisconsin Press, vol. 39(1).
    2. Bettinger, Eric P., 2005. "The effect of charter schools on charter students and public schools," Economics of Education Review, Elsevier, vol. 24(2), pages 133-147, April.
    3. Angrist, Joshua D & Lavy, Victor, 2001. "Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools," Journal of Labor Economics, University of Chicago Press, vol. 19(2), pages 343-369, April.
    4. Sylvie Moulin & Michael Kremer & Paul Glewwe, 2009. "Many Children Left Behind? Textbooks and Test Scores in Kenya," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 112-135, January.
    5. Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, vol. 113(485), pages 64-98, February.
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    Cited by:

    1. María Lombardi, 2019. "Is the Remedy Worse Than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile," School of Government Working Papers wp_gob_2019_4, Universidad Torcuato Di Tella.
    2. Lombardi, María, 2019. "Is the remedy worse than the disease? The impact of teacher remediation on teacher and student performance in Chile," Economics of Education Review, Elsevier, vol. 73(C).
    3. Ana Carolina Pereira Zoghbi & Paula Louzano, 2014. "Avaliando O Impacto Do Caderno De Apoioe Aprendizagem Na Rede De Ensino Municipal De São Paulo: Efeitos Médiose Heterogêneos," Anais do XL Encontro Nacional de Economia [Proceedings of the 40th Brazilian Economics Meeting] 222, ANPEC - Associação Nacional dos Centros de Pós-Graduação em Economia [Brazilian Association of Graduate Programs in Economics].
    4. Pessino, Carola & Izquierdo, Alejandro & Vuletin, Guillermo, 2018. "Better Spending for Better Lives: How Latin America and the Caribbean Can Do More with Less," IDB Publications (Books), Inter-American Development Bank, number 9152, November.

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