{"title":"Improving early literacy through teacher professional development: Experimental evidence from Colombia","authors":"Horacio Alvarez Marinelli , Samuel Berlinski , Matias Busso , Julian Martinez Correa","doi":"10.1016/j.pubecp.2023.100019","DOIUrl":null,"url":null,"abstract":"<div><p>Teachers are a fundamental input for classroom learning. Consequently, teacher development is a policy priority for governments around the world. We experimentally evaluate the effectiveness of “Let’s All Learn to Read,” a curricular reform implemented via a one-year professional development program that trained and coached first-grade teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by trained teachers, students’ literacy scores in treated schools grew by 0.39 of a standard deviation compared to students in the control group. These gains persisted after the intervention finished; through the second and third grades.</p></div>","PeriodicalId":100828,"journal":{"name":"Journal of Public Economics Plus","volume":"4 ","pages":"Article 100019"},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2666551423000025/pdfft?md5=a53611305ab2b4129230826b76107b1f&pid=1-s2.0-S2666551423000025-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Public Economics Plus","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2666551423000025","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Teachers are a fundamental input for classroom learning. Consequently, teacher development is a policy priority for governments around the world. We experimentally evaluate the effectiveness of “Let’s All Learn to Read,” a curricular reform implemented via a one-year professional development program that trained and coached first-grade teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by trained teachers, students’ literacy scores in treated schools grew by 0.39 of a standard deviation compared to students in the control group. These gains persisted after the intervention finished; through the second and third grades.