Some Children Left Behind: Variation in the Effects of an Educational Intervention

Julie Buhl-Wiggers, Jason Kerwin, Juan Sebastián Muñoz, Jeffrey Smith, Rebecca Thornton

Publikation: Working paperForskning

Abstrakt

We document substantial variation in the effects of a highly-effective literacy program in northern Uganda. The program increases test scores by 1.4 SDs on average, but standard statistical bounds show that the impact standard deviation exceeds 1.0 SD. This implies that the variation in effects across our students is wider than the spread of mean effects across all randomized evaluations of developing country education interventions in the literature. This very effective program does indeed leave some students behind. At the same time, we do not learn much from our analyses that attempt to determine which students benefit more or less from the program. We reject rank preservation, and the weaker assumption of stochastic increasingness leaves wide bounds on quantile-specific average treatment effects. Neither conventional nor machine-learning approaches to estimating systematic heterogeneity capture more than a small fraction of the variation in impacts given our available candidate moderators.
OriginalsprogEngelsk
Udgivelses stedBonn
UdgiverIZA
Antal sider69
StatusUdgivet - 2020
NavnIZA Discussion Paper
Nummer13598
ISSN2365-9793

Emneord

  • Essential heterogeneity
  • Heterogeneous treatment effects
  • Education

Citationsformater

Buhl-Wiggers, J., Kerwin, J., Muñoz, J. S., Smith, J., & Thornton, R. (2020). Some Children Left Behind: Variation in the Effects of an Educational Intervention. IZA. IZA Discussion Paper, Nr. 13598 http://ftp.iza.org/dp13598.pdf