教师主导的教育成果改善创新：来自巴西的实验证据

中文摘要

我们提供了一项巴西教育项目的实验证据。该项目通过技术援助与专项资金相结合的方式，赋能公立学校教师设计并引入因地制宜的教学创新。尽管研究涵盖五、六、十年级，但我们发现该项目对六年级——从小学教育向初中教育过渡的关键学年——的学习成效和学业升学具有一致且显著的影响。正向效应集中在教师受项目影响最大、且校内项目实施率最高的学校。我们认为，各项目组成部分很可能具有互补性，旨在同时解决多重约束的教育项目能够改善服务供给和儿童发展结果。

Abstract

We provide experimental evidence from an education program in Brazil that empowers public school teachers, through a combination of technical assistance and earmarked funding, to design and introduce locally adapted pedagogical innovations. While the study encompasses grades 5, 6, and 10, we find consistent and pronounced impacts on learning and school progression in 6th grade, a critical transition year from primary to lower-secondary education. Positive effects are concentrated in schools where teachers are most affected and where the rate of in-school project implementation was highest. We argue that program components are likely complementary and that education projects designed to tackle multiple constraints simultaneously can improve service delivery and child outcomes.