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Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia

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  • Álvarez Marinelli, Horacio
  • Berlinski, Samuel
  • Busso, Matías
  • Martínez Correa, Julián

Abstract

Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.

Suggested Citation

  • Álvarez Marinelli, Horacio & Berlinski, Samuel & Busso, Matías & Martínez Correa, Julián, 2022. "Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia," IDB Publications (Working Papers) 12473, Inter-American Development Bank.
    • Handle: RePEc:idb:brikps:12473
    DOI: http://dx.doi.org/10.18235/0004514
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    References listed on IDEAS

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    2. David S. Lee, 2009. "Training, Wages, and Sample Selection: Estimating Sharp Bounds on Treatment Effects," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 76(3), pages 1071-1102.
    3. Piper, Benjamin & Simmons Zuilkowski, Stephanie & Dubeck, Margaret & Jepkemei, Evelyn & King, Simon J., 2018. "Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides," World Development, Elsevier, vol. 106(C), pages 324-336.
    4. Jacob, Brian, 2017. "When evidence is not enough: Findings from a randomized evaluation of Evidence-Based Literacy Instruction (EBLI)," Labour Economics, Elsevier, vol. 45(C), pages 5-16.
    5. Miguel Urquiola, 2006. "Identifying Class Size Effects in Developing Countries: Evidence from Rural Bolivia," The Review of Economics and Statistics, MIT Press, vol. 88(1), pages 171-177, February.
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