更多的公立部门学校资源能否提升学习成果?
Do More Public Sector School Resources Increase Learning Outcomes?
Journal of Human Resources · 2026 · [{"name": "Jorge M. Agüero", "affiliation": ["University of Connecticut"]}, {"name": "Marta Favara", "affiliation": ["University of Oxford", "Science Oxford"]}, {"name": "Catherine Porter", "affiliation": ["Lancaster University"]}, {"name": "Alan Sánchez", "affiliation": ["University of Oxford", "Group for the Analysis of Development", "Science Oxford"]}]
中文摘要
我们评估了秘鲁公立中学的一项大规模政府改革，该改革延长了在校时间，并对教学法、师资配置和基础设施进行了投资。利用模糊断点回归（fuzzy RD）设计，我们发现该项目使数学和阅读测试成绩分别提高约 0.185 个标准差和 0.102 个标准差。仅就数学而言，我们估计教学时间贡献了约三分之二的效应，这表明互补性投入的重要性。该改革有效增强了学校资源，并增加了学生的总体学习时间。相对于低收入和中等收入国家的其他教育干预措施，该项目带来了高于平均水平的学习收益，但成本相对较高。
Abstract
<h3>Abstract</h3> We evaluate a large-scale government reform in Peruvian public secondary schools that lengthened the school day and invested in pedagogy, staffing, and infrastructure. Using a fuzzy regression discontinuity design, we find that the program increased math and reading test scores by approximately 0.185 SD and 0.102 SD, respectively. For math only, we estimate that instructional time contributes approximately two-thirds of the effect, suggesting the importance of complementary inputs. The reform effectively enhanced school resources and increased students’ overall study time. Relative to other education interventions in Low- and Middle-Income Countries, the program delivered above-average learning gains but was relatively expensive.