| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w23050 |
| 来源ID | Working Paper 23050 |
| Targeted Remedial Education: Experimental Evidence from Peru | |
| Juan Saavedra; Emma Näslund-Hadley; Mariana Alfonso | |
| 发表日期 | 2017-01-16 |
| 出版年 | 2017 |
| 语种 | 英语 |
| 摘要 | An outstanding challenge in education is improving learning among low-achieving students. We present results from the first randomized experiment of an inquiry-based remedial science-education program for low-performing elementary students in the setting of a developing country. At 48 low-income public elementary schools in Lima, Peru and surrounding areas, third-grade students scoring in the bottom half of their science classes were selected at random to receive up to 16 remedial sessions of 90 minutes each during the school year. Control-group compliance with assignment (no extra tutoring) was close to perfect. Treatment-group compliance was roughly 40 percent, or five to six remedial sessions—a 4 to 5 percent increase in total science instruction time over the school year. Despite the low-intensity treatment, students assigned to the remedial sessions scored 0.12 standard deviations higher on a science endline test. But all improvements were concentrated among boys, for whom gains were 0.22 standard deviations. Remedial education does not produce within-student spillovers to math, or spillovers on other students. |
| 主题 | Health, Education, and Welfare ; Education ; Development and Growth ; Development ; Country Studies |
| URL | https://www.nber.org/papers/w23050 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/580724 |
| 推荐引用方式 GB/T 7714 | Juan Saavedra,Emma Näslund-Hadley,Mariana Alfonso. Targeted Remedial Education: Experimental Evidence from Peru. 2017. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w23050.pdf（715KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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