ERIC Number: EJ1011248
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement
Bellei, Cristian
Journal of Educational Research, v106 n3 p235-248 2013
This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with propensity scores matching procedures to estimate treatment effects. The main findings were the following: (a) the program had positive effects on fourth-grade students' achievement in both language and mathematics; (b) program effect size was 0.23 standard deviations, and not sensitive to control for covariates; (c) there were larger effects for students in the middle part of the students' test-score distribution; (d) after the intervention had ceased, the program impact declined rapidly; and (e) the program reduced grade retention by 1.5 percentage points. (Contains 3 figures, 6 tables, and 17 notes.)
Descriptors: Instructional Improvement, Academic Achievement, Low Achievement, Technical Assistance, Foreign Countries, Grade 4, Elementary Schools, Language Skills, Mathematics Achievement, Effect Size, Intervention, Grade Repetition, Scores, Achievement Gains, Quasiexperimental Design, Item Response Theory, Achievement Tests, Program Evaluation, Pilot Projects, School Turnaround
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A