The Impacts of Tracking on Accumulated Learning Losses: Experimental Evidence from Brazilian Middle-schoolers Five Years After the Pandemic

Last registered on May 27, 2025
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Pre-Trial

Trial Information

General Information

Title
The Impacts of Tracking on Accumulated Learning Losses: Experimental Evidence from Brazilian Middle-schoolers Five Years After the Pandemic
RCT ID
AEARCTR-0016063
Initial registration date
May 22, 2025

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
May 27, 2025, 7:08 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Last updated
May 27, 2025, 12:45 PM EDT

Last updated is the most recent time when changes to the trial's registration were published.

Locations

Country
Brazil
Region
Sao Paulo

Primary Investigator

Name
Thiago da Costa
Affiliation
FGV EESP
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Other Primary Investigator(s)

PI Name
Guilherme Lichand
PI Affiliation
Stanford University
Contact Investigator
PI Name
Susanna Loeb
PI Affiliation
Stanford University
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Additional Trial Information

Status
On going
Start date
2025-02-03
End date
2025-12-31
Keywords
Education
Additional Keywords
JEL code(s)
I21, I24, I28, C93
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study evaluates a large-scale remedial education program implemented in public middle schools across São Paulo State, Brazil. The program identifies students who are behind in math and Portuguese and removes them from their regular classes a few times per week for small-group tutoring sessions. Tutors use materials tailored to each student's learning level, based on an initial diagnostic test. The goal is to help students catch up by focusing on basic skills from earlier grades, using a simple, low-tech approach. Unlike most tutoring programs, this one takes place during school hours, which makes it easier to scale and avoids the challenges of after-school logistics. The study will test whether this approach improves standardized test scores, and basic literacy and math skills. Results from this study will help policymakers understand whether it is possible to close learning gaps with cost-effective and scalable strategies that fit the reality of public education systems in developing countries.
External Link(s)

Registration Citation

Citation
da Costa, Thiago, Guilherme Lichand and Susanna Loeb. 2025. "The Impacts of Tracking on Accumulated Learning Losses: Experimental Evidence from Brazilian Middle-schoolers Five Years After the Pandemic." AEA RCT Registry. May 27. https://doi.org/10.1257/rct.16063-1.1
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Experimental Details

Interventions

Intervention(s)
The intervention is a remedial education program designed to support middle school students in public schools who are significantly behind in math and Portuguese. Selected students are removed from their regular classes three to four times per week for 45-minute tutoring sessions in small groups of up to 15 students. These sessions are led by trained tutors using printed materials tailored to each student's current learning level, determined by a baseline diagnostic test. The materials cover foundational content from grades 1 to 5 and allow students to progress at their own pace. The program is implemented during regular school hours to avoid the logistical challenges of after-school programs and to maximize participation. The intervention is being rolled out across hundreds of schools in São Paulo State and aims to evaluate whether this low-cost, scalable approach can effectively reduce learning gaps.
Intervention (Hidden)
Intervention Start Date
2025-02-03
Intervention End Date
2025-12-31

Primary Outcomes

Primary Outcomes (end points)
The key outcome variables of interest in this experiment are:
Standardized test scores in Portuguese and Mathematics, measured using the SARESP and Prova Paulista assessments.
Foundational skills in literacy and numeracy, measured through diagnostic tools (ROAR for reading and SMARTE for math fluency).
Learning levels across grade content, measured through a computer-based adaptive test (CAT) administered to all students in partnership with Parceiros da Educação and Catvante.
Student attendance in Portuguese and Mathematics classes, used as a proxy for student effort.
Grade progression and dropout rates, based on administrative data.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
his study uses a randomized controlled trial (RCT) to evaluate the impact of a remedial education program in São Paulo State public middle schools. Schools are randomly assigned to either a treatment group, which implements the individualized tutoring program, or a control group, which continues with regular instruction. Within treated schools, students are selected for tutoring based on low scores in standardized assessments. The program is implemented during regular class hours to ensure high participation. The evaluation will compare outcomes such as attendance, academic performance, and foundational skills between students in treatment and control schools to assess the effectiveness of the intervention.
Experimental Design Details
Randomization Method
Randomization done in an office by a computer using R.
Randomization Unit
Schools
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
999
Sample size: planned number of observations
Approx. 89000 students
Sample size (or number of clusters) by treatment arms
399 schools control, 5000 schools treated.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan

Analysis Plan Documents

The Impacts of Tracking on Accumulated Learning Losses: Experimental Evidence from Brazilian Middle-schoolers Five Years After the Pandemic

MD5: 07e4d18da5040e793480df9d0d54de83

SHA1: c25a3301c542a35e573b885a370d3d5ba02b5abe

Uploaded At: May 22, 2025

Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials