1 Example: Extra Teacher Provision. Example: Extra teacher provision Many countries have large class sizes and have recruited local or informal teachers.

Slides:

Advertisements

Similar presentations

OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.

Advertisements

1. 2 Why are Result & Impact Indicators Needed? To better understand the positive/negative results of EC aid. The main questions are: 1.What change is.

Improving outcomes and closing achievement gaps: the role of assessment Dylan Wiliam UCET Symposium March 2009, Belfast

Raising standards, improving lives UCET annual conference Developing Inspection Christine Gilbert, HMCI 9 November 2009.

Who Are the Objects of Positive and Negative Gossip at Work?

1 Three kinds of causal claim 1. It works somewhere: T contributes to R somewhere (e.g. in some study population). 2. It works in general: T contributes.

Teacher Effectiveness and the Equitable Distribution of Effective Teachers 2009 National Forum on Education Policy Education Commission of the States July.

Monitoring and Evaluation of ICT Use in Rural Schools Ok-choon Park Global Symposium on ICT in Education – Measuring Impact: Monitoring and Evaluation.

Programme for International Student Assessment PISA 2009 Competences of Portuguese students Warsaw, February 10, 2011 Carlos Pinto-Ferreira, Anabela Serrão.

USING EVIDENCE TO INFORM YOUR LEADERSHIP APPROACH AND SUPPORT SCHOOL IMPROVEMENT ROB CARPENTER 26 TH SEPTEMBER 2013

Getting serious…and realistic…about school improvement Dylan Wiliam GTC(E) Connect National Conference 19 June 2008, London

1 Maine’s Impact Study of Technology in Mathematics (MISTM) David L. Silvernail, Director Maine Education Policy Research Institute University of Southern.

What Does Research Tell Us About Identifying Effective Teachers? Jonah Rockoff Columbia Business School Nonprofit Leadership Forum, May 2010.

ANALYZING MORE GENERAL SITUATIONS UNIT 3. Unit Overview  In the first unit we explored tests of significance, confidence intervals, generalization, and.

A Grand Bargain for Education Reform A Grand Bargain for Education Reform The Giffin Model 2011 Regional Conference on Strategic Compensation Awareness.

1 Research and Development From CEM CEM conference: Improving Pupil Assessment London 7th June 2011.

Experimental Design making causal inferences. Causal and Effect The IV precedes the DV in time The IV precedes the DV in time The IV and DV are correlated.

1 Multifactor ANOVA. 2 What We Will Learn Two-factor ANOVA K ij =1 Two-factor ANOVA K ij =1 –Interaction –Tukey’s with multiple comparisons –Concept of.

Independent Sample T-test Often used with experimental designs N subjects are randomly assigned to two groups (Control * Treatment). After treatment, the.

What is Important in Study Design? And Why? Roxy Peck Cal Poly San Luis Obispo

Comments on Teacher Incentive Papers: Duflo, Dupas and Kremer (Kenya) Muralidharan and Sundararaman (India) Bruns, Ferraz and Rangel (Brazil) By Paul Glewwe.

Pascaline Dupas, UCLA Pupil-Teacher Ratios, Locally-Hired Contract Teachers, and School-Based Management: Evidence from Kenya Making Schools Accountable:

Lessons for Education Policy in Africa Evidence from Randomized Evaluations in developing countries James Habyarimana Georgetown University.

WHAT DO WE KNOW ABOUT SOCIAL INCLUSION?. SOCIAL INCLUSION Social inclusion is a process which ensures that those at risk of poverty and social exclusion.

Implications of SB 5 on K-12 Education Carey M. Smith East Broadway Middle School Toledo, Ohio.

Recognizing Effective Teaching Thomas J. Kane Professor of Education and Economics Harvard Graduate School of Education.

Educator Preparation, Retention, and Effectiveness Ed Fuller University Council for Educational Administration and The University of Texas at Austin February.

Lessons for Education in Africa Evidence from Randomized Evaluations in Kenya Esther Duflo J-PAL A B D U L L A T I F J A M E E L P O V E R T Y A C T I.

TEACHING, LEARNING AND ASSESSMENT UPDATE 1 ST March 2013.

Povertyactionlab.org Planning Sample Size for Randomized Evaluations Esther Duflo MIT and Poverty Action Lab.

Education for Accountability Workshop, June 22 nd, 2009 Overview of the Evidence: Interventions in Teacher Incentives Barbara Bruns Lead Education Economist,

Case Studies Harry Anthony Patrinos World Bank November 2009.

Experimental Design making causal inferences Richard Lambert, Ph.D.

Headlines What “sells” the news?. Appealing Headlines Simplify complex issues Certainties not possibilities Quick and easy solutions.

ECON 3039 Labor Economics By Elliott Fan Economics, NTU Elliott Fan: Labor 2015 Fall Lecture 31.

URBAN INSTITUTE Theresa Anderson Lauren Eyster Robert I. Lerman The Urban Institute Maureen Conway Marcela Montes The Aspen Institute Carol Clymer Penn.

ANOVA Assumptions 1.Normality (sampling distribution of the mean) 2.Homogeneity of Variance 3.Independence of Observations - reason for random assignment.

Medical Statistics as a science

#1 Study Population. #2 What Is The Study Population? (1) Subset of the general population determined by the eligibility criteria GENERAL POPULATION eligibility.

What is randomization and how does it solve the causality problem? 2.3.

Basic Science Terms  Observation: using the five senses to gather information, which can be proven (facts)  Inference: an opinion based on facts from.

Inference for Two Population Means Goal: Hypothesis Test or Confidence interval for the “average difference” between two populations There are two designs.

Changing Teaching Behaviors: The Road to Student Achievement Powell et al: Technology as a potentially cost-effective alternative to on-site coaching Research.

Africa Program for Education Impact Evaluation Dakar, Senegal December 15-19, 2008 Experimental Methods Muna Meky Economist Africa Impact Evaluation Initiative.

Welcome to Social Psychology: Lecture #1 topics  Who is So-Jin Kang?  Your expectations for this course  Course syllabus  Research in social psychology.

T EACHER INCENTIVES AND LOCAL PARTICIPATION : E VIDENCE FROM A RANDOMIZED PROGRAM IN K ENYA Joost de Laat Michael Kremer Christel Vermeersch.

Revolution Or War? By Don Bierschbach. What does the word Revolution mean to you? Write down everything that comes to mind when you hear the word revolution.

 The basic components of experiments are: 1) taking action 2) observing the consequence of that action  Experimental model is most closely linked to.

REGIONAL EDUCATIONAL LAB ~ APPALACHIA The Effects of Hybrid Secondary School Courses in Algebra 1 on Teaching Practices, Classroom Quality and Adolescent.

REWARD TRUST (RURAL EDUCATION WELFARE AND RESOURCE DEVELOPMENT TRUST)

IMPACT EVALUATION WORKSHOP ISTANBUL, TURKEY MAY

PRESENTATION BY THE GHANA TEAM By Eunice Dapaah Senior Education Specialist World Bank- Ghana Office.

School Based Management: Evidence from Kenya

ANOVA Overview of Major Designs. Between or Within Subjects Between-subjects (completely randomized) designs –Subjects are nested within treatment conditions.

Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students June 8, 2009 IES Annual Research.

Research Ethics Kenny Ajayi October 6, 2008 Global Poverty and Impact Evaluation.

Impact Evaluation for Evidence-Based Policy Making Arianna Legovini Lead Specialist Africa Impact Evaluation Initiative.

Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.

Impact of School Grants in Primary Schools In The Gambia Impact Evaluation Team The Gambian Team AFRICA IMPACT EVALUATION INITIATIVE, AFTRL Africa Program.

Teaching Strategies GOLD

Basic Science Terms Observation: using the five senses to gather information, which can be proven (facts) Inference: an opinion based on facts from observations.

CHAPTER 10 Comparing Two Populations or Groups

Can Embedding Assessment Literacy Exercises within the Curriculum Raise Levels of Student Achievement and Satisfaction with Assessment and Feedback? Learning.

Sample vs Population comparing mean and standard deviations

Results of Adult Led Recess Activity

Nested Designs and Repeated Measures with Treatment and Time Effects

Introduction to Experimental and Observational Study Design

5.3.3 Collecting Samples Sample Size

CHAPTER 10 Comparing Two Populations or Groups

An Introductory Tutorial

Presentation transcript:

1 Example: Extra Teacher Provision

Example: Extra teacher provision Many countries have large class sizes and have recruited local or informal teachers to help teach part of the class (in general the weakest). There are many important questions this raises: –What is the impact of smaller class sizes? – Hypothesis 1 (H1) –How important for learning is the peer group (tracking)? - H2 –How do local/informal teachers compare to more experienced but less accountable govt teachers? - H3 How can you design an evaluation that examines all these questions? Lets take them one by one.

Example: extra teacher provision 3 Target Population: Schools Pure Control: No Extra Teacher Treatment 1: Extra Teacher (classes split) Hypothesis 1: Reducing class size leads to better educational outcomes

Example: extra teacher provision 4 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Hypothesis 2: Students in split classes grouped by ability perform better on average than those in mixed classes Target Population: Schools Treatment 1: Extra Teacher (classes split)

Example: extra teacher provision 5 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Target Population: Schools Treatment 1: Extra Teacher (classes split) Contract Teacher Govt Teacher Contract Teacher Govt Teacher Contract Teacher Govt Teacher Hypothesis 3: Contract teachers are more effective than government teachers

Example: extra teacher provision 6 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Target Population: Schools Treatment 1: Extra Teacher (classes split) Contract Teacher Govt Teacher Contract Teacher Govt Teacher Contract Teacher Govt Teacher A B C D E F G

Example: extra teacher provision 7 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Target Population: Schools Treatment 1: Extra Teacher (classes split) Contract Teacher Govt Teacher Contract Teacher Govt Teacher Contract Teacher Govt Teacher Secondary Hypothesis: Contract teachers are more effective than government teachers, when classes are tracked A B C D E F G

Example: extra teacher provision 8 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Target Population: Schools Treatment 1: Extra Teacher (classes split) Contract Teacher Govt Teacher Contract Teacher Govt Teacher Contract Teacher Govt Teacher Secondary Hypothesis: Contract teachers are more effective than government teachers in mixed classes A B C D E F G

Example: extra teacher provision 9 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Target Population: Schools Treatment 1: Extra Teacher (classes split) Contract Teacher Govt Teacher Contract Teacher Govt Teacher Contract Teacher Govt Teacher Secondary Hypothesis: Contract teachers are more effective than government teachers in classes of low-performing students A B C D E F G

Example: extra teacher provision 10 Pure Control: No Extra Teacher Control for Treatment 2 Class is split randomly Treatment 2 Class is split by ability Lower Ability ClassesHigher Ability Classes Target Population: Schools Treatment 1: Extra Teacher (classes split) Contract Teacher Govt Teacher Contract Teacher Govt Teacher Contract Teacher Govt Teacher Back to the first question: Pure effect of class size? A B C D E F G

Results - Duflo, Dupas & Kremer (2008) Hiring an extra teacher on a local contract led to a large improvement in educational outcomes Being in a homogenous class (tracking) matters a lot – more than the average level of peers Larger gains from community oversight (local teachers) in schools that assigned students based on level of preparedness (tracking) – positive interaction Smaller impact of class size reduction without either tracking or reinforced community oversight (local teacher): government teachers were observed to teach LESS often! 11