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The South African Early Grade Reading Study Wave 4
- Cilliers, Jacobus (Georgetown University)
- 3IE
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Abstract
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both modes teachers received the same learning materials and daily lesson plans, aligned to the official literacy curriculum. Students exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split students into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline student reading proficiency. -
Technical Information
Response Rates: A panel study, with attrition of 16.6% at endline.
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2015-01-01 / 2018-12-12Time Period: Thu Jan 01 00:00:00 EST 2015--Wed Dec 12 00:00:00 EST 2018
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2015-02-01 / 2015-02-28Collection Date(s): Sun Feb 01 00:00:00 EST 2015--Sat Feb 28 00:00:00 EST 2015 (February 2015)
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2015-11-01 / 2015-11-30Collection Date(s): Sun Nov 01 00:00:00 EDT 2015--Mon Nov 30 00:00:00 EST 2015 (November 2015)
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2016-11-01 / 2016-11-20Collection Date(s): Tue Nov 01 00:00:00 EDT 2016--Sun Nov 20 00:00:00 EST 2016 (November 2016)
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South Africa
We chose to exclude schools that practice multi-grade classes, since the interventions are grade- specific and unlikely to work in multi-grade settings, but we were unable to exclude all those schools ex ante. Roughly 6 percent of grade two teachers in each treatment arm reported teaching students from multiple grades in the same classroom. For sake of transparency we report results on both the full sample and the restricted sample- i.e. the sample that excludes students who were taught in a multi-grade setting.
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face-to-face interview~~on-site questionnaire~~
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Cites
DOI: 10.3368/jhr.55.3.0618-9538r1 (Text)
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Cilliers, Jacobus, Brahm Fleisch, Cas Prinsloo, and Stephen Taylor. “How to Improve Teaching Practice? An Experimental Comparison of Centralized Training and in-Classroom Coaching.” Journal of Human Resources, February 7, 2019, 0618-9538R1. https://doi.org/10.3368/jhr.55.3.0618-9538r1.
- ID: 10.3368/jhr.55.3.0618-9538r1 (DOI)
Update Metadata: 2019-10-30 | Issue Number: 1 | Registration Date: 2019-10-30
Cilliers, Jacobus (2019): The South African Early Grade Reading Study Wave 4. Version: 2. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E115229V2