Changing the Odds: Student Achievement after Introduction of a Middle School Math Intervention / Julian R. Betts, Andrew C. Zau, Karen Volz Bachofer, Dina Polichar.

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Betts, Julian R

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Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w30870.Publication details: Cambridge, Mass. National Bureau of Economic Research 2023.Description: 1 online resource: illustrations (black and white)Subject(s):

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Abstract: The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students' areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement and also on demographics. A difference-in-difference analysis finds a significant increase of about 0.11 standard deviation in test scores per year for students in the program schools. Supplementary event study and synthetic control analyses to detect year-by-year effects lack precision but are weakly suggestive of a smaller impact in year 1 than later years. A cost analysis considers the affordability of extending similar programs.

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Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w30870 (Browse shelf(Opens below))	Not For Loan

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January 2023.

The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students' areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement and also on demographics. A difference-in-difference analysis finds a significant increase of about 0.11 standard deviation in test scores per year for students in the program schools. Supplementary event study and synthetic control analyses to detect year-by-year effects lack precision but are weakly suggestive of a smaller impact in year 1 than later years. A cost analysis considers the affordability of extending similar programs.