ERIC Number: EJ960524
Record Type: Journal
Publication Date: 2012-Feb
Abstractor: As Provided
Supply-Side Interventions and Student Learning in Guatemala
Vasquez, William F.
International Review of Education, v58 n1 p9-33 Feb 2012
This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is improved by using seemingly unrelated regressions to account for potential correlation between test scores. Results indicate that the community-based management programme, bilingual schools and traditional schools produce comparable learning of first-graders. However, in the case of third-graders the community-based school management programme and bilingual schools produce less learning than traditional schools. The learning of both first- and third-graders is found to be diminished in the multigrade teaching approach.
Descriptors: Traditional Schools, Bilingual Schools, Bilingual Education, Multigraded Classes, Mathematics Tests, Foreign Countries, Teaching Methods, Bilingualism, Principals, Reading Achievement, Mathematics Achievement, Regression (Statistics), Correlation, Grade 1, Scores, Community Programs, Grade 3, Elementary School Students, Instructional Effectiveness
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3
Authoring Institution: N/A
Identifiers - Location: Guatemala