Supporting instructional improvement in low-performing schools in Chile

This Thesis is composed by two related papers. The papers report two different evaluations of the impact of the Technical Support to Failing Schools Program , a Chilean compensatory program that provided four-year in-school technical assistance to low-performing elementary schools, to improve students' academic achievement. In the first paper, "Supporting Instructional Improvement in Low-Performing Schools in Chile: an Impact Evaluation of a Compensatory Program to Increase Students' Academic Achievement", I used difference-in-differences estimation combined with propensity scores matching procedures to estimate treatment effects in the context of a natural experiment. My main findings are (i) the program had positive effects on fourth grade students' achievement in both language and mathematics, (ii) program effect-size was 0.23 standard deviations, and not sensitive to control for covariates, (iii) there were larger effects for students in the middle part of the students' test-score distribution, (iv) after the intervention had ceased, the program impact on student achievement declined rapidly, and (v) the program reduced grade retention by 1.5 percentage points. In the second paper, "Using a Regression-Discontinuity Design to Evaluate the Causal Impact of a Compensatory Educational Program: Evidence on the Effect of in-School Professional Development in Low-Performing Schools in Chile", I analyzed data from a "fuzzy" regression-discontinuity design doing an instrumental variable estimation, using the original exogenously assigned treatment condition as the main instrument for treatment take-up. My main findings were: (i) the intervention had a positive effect on fourth-grade students' academic achievement in both language and mathematics, (ii) program effect-sizes on student achievement were about 0.36 standard deviations in language and 0.41 standard deviations in mathematics test-scores, (iii) the program also had a positive effect on reducing the school's percentage of non-proficient students in language and mathematics achievement, (iv) there was no program impact on reducing the school's grade retention rate, and (v) the impact of the program diminished fairly one year after the intervention had ended, remaining statistically significant only for language achievement. Overall, my findings support the conclusion that the Program improved students' academic achievement among participant schools, but questions remain about the sustainability of the Program effects.