| Field | Before | After |
|---|---|---|
| Field Study Withdrawn | Before | After No |
| Field Data Collection Complete | Before | After Yes |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After No |
| Field Is data available for public use? | Before | After No |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After This paper reports on a field experiment in 82 high schools trialing a low-cost intervention in schools’ operations: teachers working in the same school observed and scored each other’s teaching. Students in treatment schools scored 0.07 student standard deviations higher on math and English exams. Teachers were further randomly assigned to roles—observer and observee—and students of both types benefited, observers’ students perhaps more so. Doubling the number of observations produced no difference in student outcomes. Treatment effects were larger for otherwise low-performing teachers. |
| Field Paper Citation | Before | After Teacher Peer Observation and Student Test Scores: Evidence from a Field Experiment in English Secondary Schools. Journal of Labor Economics Volume 39, Number 4 October 2021 |
| Field Paper URL | Before | After https://doi.org/10.1086/712997 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher's instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills. |
| Field Paper Citation | Before | After Teachers’ use of class time and student achievement Economics of Education Review, 2023, vol. 94, issue C |
| Field Paper URL | Before | After https://doi.org/10.1016/j.econedurev.2023.102405 |