Prior research has shown that time spent in school does not close the achievement gap between students with low and high socioeconomic status (SES). We examine the effect of combining increased instruction time with information to teachers about their students' reading achievements by using a...

What appears to be ineffectiveness of educational interventions in the long run may actually be caused by statistical artefacts in the equating of tests taken at different time points or by the nature of the skill development in the absence of targeted interventions. We use longitudinal data on...

What appears to be ineffectiveness of educational interventions in the long run may actually be caused by statistical artefacts in the equating of tests taken at different time points or by the nature of the skill development in the absence of targeted interventions. We use longitudinal data on...

Prior research has shown that time spent in school does not close the achievement gap between students with low and high socioeconomic status (SES). We examine the effect of combining increased instruction time with information to teachers about their students' reading achievements by using a...

This article examines the implementation of a set of compulsory IT-based, self-scored, and adaptive nationwide tests in a low-stakes accountability system. We exploit exogenous variation resulting from students voluntarily retaking the nationwide test after the IT system was down for ten days....

Prior research has shown that time spent in school does not close the achievement gap between students with low and high socioeconomic status (SES). We examine the effect of combining increased instruction time with information to teachers about their students' reading achievements by using a...

Teacher’s aides are used worldwide, in various school systems, although, there is no strong evidence of their impact on student outcomes. We use a randomized trial to challenge this state of evidence. We randomly allocate 105 schools to two types of treatment – aides with or without a...

This study investigates whether successful inclusion of students with special education needs (SEN) in regular classrooms can be achieved by increasing the educational support available. We exploit two randomized controlled trials that added teacher’s aides to grade 6 classrooms combined with...

What appears to be ineffectiveness of educational interventions in the long run may actually be caused by statistical artefacts in the equating of tests taken at different time points or by the nature of the skill development in the absence of targeted interventions. We use longitudinal data on...