Targeted Remedial Education: Experimental Evidence from Peru

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dc.description.abstract We present experimental evidence of an inquiry-based remedial science-education program for low-performing elementary students in Peru. At 48 low-income public elementary schools in Lima, third-grade students scoring in the bottom half of their science classes were selected at random to receive up to 16 remedial sessions during the school year. Treatment assignment increased total science instruction time by 4-5 percent. Despite the low-intensity treatment, students assigned to the remedial sessions scored 0.12 standard deviations higher on a science endline test, with gains concentrated among boys. Remedial education does not produce within student spillovers to math, or spillovers on other students. en
dc.title Targeted Remedial Education: Experimental Evidence from Peru en
dc.contributor.author Saavedra, Juan E.
dc.contributor.author Näslund-Hadley, Emma
dc.contributor.author Alfonso, Mariana
dc.date.accessioned 2018-02-19T20:49:21Z
dc.date.available 2018-02-19T20:49:21Z
dc.date.issued 2018-02-19
dc.identifier.uri http://lacer.lacea.org/handle/123456789/64629
lacea.language.supported en
dc.description Working paper
dc.language.iso en
dc.subject Education
dc.subject Peru
dc.subject Remedial education
dc.type Working Paper

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