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Remedial Science Education
Last registered on May 15, 2014

Pre-Trial

Trial Information
General Information
Title
Remedial Science Education
RCT ID
AEARCTR-0000379
Initial registration date
Not yet registered
Last updated
May 15, 2014 2:55 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
University of Southern California
Other Primary Investigator(s)
Additional Trial Information
Status
On going
Start date
2014-04-01
End date
2014-12-17
Secondary IDs
Abstract
Recent evidence suggests that remedial education can be effective at closing achievement gaps. Remedial education, by which low-performing students receive targeted, self-paced teaching aimed at mastering basic skills, has improved short- and medium-term academic performance. The proposed research project will use student-level random assignment within schools to evaluate the impact of a remedial education program for low-performing third-grade science students in 48 schools in metropolitan Lima, Peru. Key evaluation outcome measures include students’ understanding of science and the environment and achievement relative to higher performing peers.
External Link(s)
Registration Citation
Citation
Saavedra, Juan Esteban. 2014. "Remedial Science Education." AEA RCT Registry. May 15. https://doi.org/10.1257/rct.379-1.0.
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Experimental Details
Interventions
Intervention(s)
The proposed research project will use random assignment to evaluate the impact of a remedial education program for low-performing third-grade science students in 48 schools in metropolitan Lima, Peru.
Intervention Start Date
2014-06-05
Intervention End Date
2014-11-28
Primary Outcomes
Primary Outcomes (end points)
Key evaluation outcome measures are: i) students’ understanding of science and the environment and ii) performance on achievement tests.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Randomization will take place at the student level, with a separate lottery for each participating school. All third grade students from a given school will take the baseline exam that will identify students that place in the lowest half in each school. The evaluation will target 48 schools in metropolitan Lima that participated in either treatment or control groups in the 2012 pilot project.
Experimental Design Details
Not available
Randomization Method
Randomization done in office by a computer, coin flip etc.
Randomization Unit
Randomization units are individual third-grade students who are low-performing according to baseline test. Randomization will be stratified, with one lottery per school (48 schools= 48 lotteries).
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
Randomization is at the student level, stratified at the school level. There are 48 schools participating in this trial
Sample size: planned number of observations
48 schools, 1100 students, 100 teachers.
Sample size (or number of clusters) by treatment arms
48 schools, 1100 students, 100 teachers.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
As the Targeted Science Education program will be working with the same schools in the metropolitan Lima area as did the 2012 science education pilot, power calculations rely on the 2012 sample. Specifically, we expect that among the 48 participating schools in metropolitan Lima, there will be approximately 1100 students that place in the lowest half of the baseline achievement distribution. Among these 1100 students, half will be randomly assigned to treatment and the other half will be assigned to control conditions. The attrition rate during the 2012 Science Education pilot was 13 percent, and a more conservative 15 percent is used for these power size calculations. A correlation of 0.576 between baseline and end line was calculated, based on the 2012 sample of students. Assuming a five percent level of significance and 80 percent statistical power, the expected minimum detectable treatment effect is (MDE) 0.16 standard deviations. As the randomization will be stratified by school, this reduces the MDE holding all other parameters constant, making this MDE likely a conservative estimate. We find it is reasonable to conduct an empirical study in which the MDE is 0.16 given the results of previous remedial and tracking programs, ranging from .14 to .28 standard deviations.
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Human Subjects Committee for Innovations for Poverty Action IRB-USA
IRB Approval Date
2014-04-16
IRB Approval Number
00006083