The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

Autor/inn/en	Costa, Leandro Oliveira; Carnoy, Martin
Titel	The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 4, S.567-590 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715571437
Schlagwörter	Intervention; Literacy Education; Scores; Comparative Analysis; Early Childhood Education; Portuguese; Academic Achievement; Mathematics Achievement; Municipalities; Foreign Countries; Program Descriptions; Program Effectiveness; Achievement Gains; Student Characteristics; Teacher Characteristics; Institutional Characteristics; Achievement Tests; Outcomes of Education; Statistical Analysis; Grade 5; Program Design; Elementary Secondary Education; National Surveys; Grade 9; Cognitive Ability; Brazil + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Portugiesischunterricht; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Magistrat; Ausland; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernleistung; Schulerfolg; Statistische Analyse; School year 05; 5. Schuljahr; Schuljahr 05; Programme design; Programmaufbau; Programmplanung; School year 09; 9. Schuljahr; Schuljahr 09; Denkfähigkeit; Brasilien
Abstract	Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetização na Idade Certa [PAIC]) in Brazil's Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present study identifies PAIC's impact using a triple-difference analysis (Difference-in-Difference-in-Difference [DDD] approach) that relies on comparisons of the test-score changes in Ceará and bordering states and for grades and schools treated and not treated by the literacy program since 2007. The results show that PAIC had a positive effect on student achievement in both Portuguese and mathematics, but that it did not help reduce the gap between students who had or had not participated in early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01