ERIC Number: EJ1050973
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Improving Middle School Quality in Poor Countries: Evidence from the Honduran "Sistema De Aprendizaje Tutorial"
McEwan, Patrick J.; Murphy-Graham, Erin; Torres Irribarra, David; Aguilar, Claudia; Rápalo, Renán
Educational Evaluation and Policy Analysis, v37 n1 p113-137 Mar 2015
This article evaluates the impact and cost-effectiveness of offering an innovative middle school model--the Sistema de Aprendizaje Tutorial (SAT)--to Honduran villages instead of traditional middle schools. We identified a matched sample of villages with either type of school and collected baseline data among primary school graduates eligible to enroll in middle schools. After 2 years, the test scores of children residing in SAT villages were 0.2 standard deviations higher than children in other villages, though the per-student cost in SATs was at least 10% lower than traditional schools. The article is one of the few studies to rigorously evaluate a scaled-up instructional reform in a poor country, implemented with an alternative model of teacher recruitment and contracting.
Descriptors: Middle School Students, Foreign Countries, Evidence, Educational Quality, Educational Improvement, Developing Nations, Cost Effectiveness, School Effectiveness, Community Education, Matched Groups, Educational Innovation, Educational Assessment, Educational Indicators, Nontraditional Education, Rural Schools, Quasiexperimental Design, Achievement Tests, Achievement Gains, Student Attrition, Enrollment Trends, Child Labor, Robustness (Statistics), Scores, Academic Records, Comparative Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Honduras
Grant or Contract Numbers: N/A