Journal of Human Resources · 2026 · Philip Oreopoulos、Chloe Gibbs、Michael Jensen、J. Ricky Price
Abstract
In two field experiments, we test the efficacy of a program designed to encourage greater mastery learning through technology and continuous teacher support. Focusing on elementary and middle school mathematics, teachers receive weekly coaching and guide students through customized, incremental roadmaps. Results indicate significant intent-to-treat effects on math performance of 0.12–0.22 standard deviations. Further analysis shows that these gains are concentrated in classrooms that average 35 minutes or more of practice per week. Teachers able to achieve high-dosage practice have a high degree of initial buy-in, a clear implementation strategy, and a willingness to closely monitor progress.