NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

Education Quality and Teaching Practices

Marina Bassi, Costas Meghir, Ana Reynoso

NBER Working Paper No. 22719
Issued in October 2016
NBER Program(s):Children, Development Economics, Economics of Education, Labor Studies

This paper uses a RCT to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially for the first cohort of students, but not the second. The effect is mainly accounted for by children from relatively higher income backgrounds. Based on the CLASS instrument we document that quality of teacher-student interactions is positively correlated with the performance of low income students; however, the intervention did not affect these interactions. Guided instruction can improve outcomes, but it is a challenge to sustain the impacts and to reach the most deprived children.

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Document Object Identifier (DOI): 10.3386/w22719

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