中文摘要
我们与加纳政府合作, 在学生成绩低下且异质性较强的学校中同时检验四种提高成绩的方法——由助教主导的补救性抽离式辅导课、课后补救课程、缩小班级规模以及由教师实施的部分时段分层教学。这些干预使学生成绩提高约 0.1 个标准差, 在针对不完美执行情况进行调整后升至 0.4 个标准差, 且对出勤、留级或辍学没有影响。女生的考试成绩提升幅度更大。项目结束后, 考试成绩的增益仍得以持续。助教实施项目的忠实度高于教师, 尽管助教的忠实度随时间下降, 而教师的忠实度略有改善。
Abstract
Abstract We partnered with the Ghanaian government to simultaneously test four methods of increasing achievement—assistant-led remedial pull-out lessons, remedial after-school lessons, smaller class sizes and teacher-implemented partial day tracking—in schools with low and heterogeneous student achievement. The interventions increased student learning by about 0.1 standard deviations, rising to 0.4 standard deviations when adjusting for imperfect implementation, with no effects on attendance, grade repetition or drop-out. Test score increases were larger for girls. Test score gains persisted after the program ended. Assistants implemented the program with higher fidelity than teachers, although their fidelity decreased over time while teacher fidelity marginally improved.