| Field | Before | After |
|---|---|---|
| Field Status | Before on_going | After completed |
| Field Last Published | Before May 15, 2014 02:55 PM | After April 15, 2021 07:58 PM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After December 17, 2014 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After Individual level randomization within school*gender strata (48 schools). |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 1219 3rd grade students in 48 publics schools in Metropolitan Lima, Peru |
| Field Data Collection Completion Date | Before | After November 30, 2014 |
| Field Randomization Method | Before Randomization done in office by a computer, coin flip etc. | After Randomization done in office by a computer, stratified by gender. |
| Field First registered on | Before | After May 15, 2014 |
| Field Public locations | Before No | After Yes |
| Field | Before | After |
|---|---|---|
| Field Affiliation | Before | After Inter-American Development Bank |
| Field | Before | After |
|---|---|---|
| Field Affiliation | Before | After Inter-American Development Bank |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After We present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country. Among third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score in the bottom 50% of their school baseline science distribution, half are randomly assigned to receive remedial inquiry-based science education in after-school sessions, and the remaining half to business as usual control conditions. Assignment to treatment increased endline science achievement by 3 percentiles (0.12 SD) with greater gains for students who attended at least one remedial session, and a concentration of gains among boys. We cannot reject the null hypothesis of no indirect science achievement gains among nonparticipants. |
| Field Paper Citation | Before | After Remedial Inquiry-Based Science Education: Experimental Evidence From Peru Juan E. Saavedra, Emma Näslund-Hadley, Mariana Alfonso Educational Evaluation and Policy Analysis. Research Article https://doi.org/10.3102/0162373719867081 Volume: 41 issue: 4, page(s): 483-509 Article first published online: August 12, 2019; Issue published: December 1, 2019 |
| Field Paper URL | Before | After https://journals.sagepub.com/doi/abs/10.3102/0162373719867081 |