Do Students Learn More with an Additional Teacher in the Classroom? Evidence from a Field Experiment
中文摘要
本文展示了一项田野实验,考察教室内增加一名教师这一处理对学生学习的处理效应。该处理针对一、二年级的读写教学。来自300个教室的近6000名学生参与了该实验。该处理平均而言对学生学习没有影响。然而,男生似乎从中受益,处理效应在国家级读写评估和阅读自我概念上分别约为0.12和0.09个标准差。对于基线技能较低的男生,效应似乎尤其大,处理效应分别为0.23和0.22个标准差。
Abstract
We present a field experiment investigating treatment effects of an additional teacher in the classroom on student learning. The treatment targets literacy instruction during first and second grades. Nearly 6,000 students in 300 classrooms participated in the experiment. The treatment has on average no effects on student learning. However, boys seem to benefit, with treatment impacts of about 0.12 and 0.09 standard deviations on the national literacy assessment and the reading self-concept, respectively. The effects seem to be particularly large for boys with low skills at baseline, with treatment impacts of 0.23 and 0.22 standard deviations.