000			01220nam a22001457a 4500
999			_c516493 _d516493
008			210226b ||||| |||| 00| 0 eng d
100			_aBassi, Marina et al _925615
245			_aEducation quality and teaching practices
260			_aThe Economic Journal
300			_a130(631), Oct, 2020: p.1937-1965
520			_aImproving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains. – Reproduced
773			_aThe Economic Journal
906			_aSCHOOL EDUCATION
942			_cAR