Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers?
Educational support for children with reading difficulties influences their academic performance and also that of their peers with better grades. The results show a positive impact on the learning of students with good performance who were not part of the school support program but who were classmates of students who were part of it. Our evidence suggests that the results are not explained by reductions in class size or by changes in teachers' practices.
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| Language: | English |
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Inter-American Development Bank
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| Subjects: | Education, Educational Institution, Children, Teacher, Educational Research, Learning, Standard Deviation, Test Score, Teaching of Mathematics, Literacy and Numeracy, Academic Performance, Skills, D62 - Externalities, I21 - Analysis of Education, I25 - Education and Economic Development, J01 - Labor Economics: General, Peer effects;Remedying education, |
| Online Access: | http://dx.doi.org/10.18235/0004366 https://publications.iadb.org/en/research-insights-does-educational-support-struggling-students-also-benefit-high-achievers |
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dig-bid-node-324542023-09-12T21:18:38ZResearch Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? 2022-07-19T00:07:00+0000 http://dx.doi.org/10.18235/0004366 https://publications.iadb.org/en/research-insights-does-educational-support-struggling-students-also-benefit-high-achievers Inter-American Development Bank Education Educational Institution Children Teacher Educational Research Learning Standard Deviation Test Score Teaching of Mathematics Literacy and Numeracy Academic Performance Skills D62 - Externalities I21 - Analysis of Education I25 - Education and Economic Development J01 - Labor Economics: General Peer effects;Remedying education Educational support for children with reading difficulties influences their academic performance and also that of their peers with better grades. The results show a positive impact on the learning of students with good performance who were not part of the school support program but who were classmates of students who were part of it. Our evidence suggests that the results are not explained by reductions in class size or by changes in teachers' practices. Inter-American Development Bank Samuel Berlinski Matías Busso Michele Giannola IDB Publications Colombia en |
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Biblioteca Felipe Herrera del BID |
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English |
| topic |
Education Educational Institution Children Teacher Educational Research Learning Standard Deviation Test Score Teaching of Mathematics Literacy and Numeracy Academic Performance Skills D62 - Externalities I21 - Analysis of Education I25 - Education and Economic Development J01 - Labor Economics: General Peer effects;Remedying education Education Educational Institution Children Teacher Educational Research Learning Standard Deviation Test Score Teaching of Mathematics Literacy and Numeracy Academic Performance Skills D62 - Externalities I21 - Analysis of Education I25 - Education and Economic Development J01 - Labor Economics: General Peer effects;Remedying education |
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Education Educational Institution Children Teacher Educational Research Learning Standard Deviation Test Score Teaching of Mathematics Literacy and Numeracy Academic Performance Skills D62 - Externalities I21 - Analysis of Education I25 - Education and Economic Development J01 - Labor Economics: General Peer effects;Remedying education Education Educational Institution Children Teacher Educational Research Learning Standard Deviation Test Score Teaching of Mathematics Literacy and Numeracy Academic Performance Skills D62 - Externalities I21 - Analysis of Education I25 - Education and Economic Development J01 - Labor Economics: General Peer effects;Remedying education Inter-American Development Bank Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? |
| description |
Educational support for children with reading difficulties influences their academic performance and also that of their peers with better grades. The results show a positive impact on the learning of students with good performance who were not part of the school support program but who were classmates of students who were part of it. Our evidence suggests that the results are not explained by reductions in class size or by changes in teachers' practices. |
| author2 |
Samuel Berlinski |
| author_facet |
Samuel Berlinski Inter-American Development Bank |
| topic_facet |
Education Educational Institution Children Teacher Educational Research Learning Standard Deviation Test Score Teaching of Mathematics Literacy and Numeracy Academic Performance Skills D62 - Externalities I21 - Analysis of Education I25 - Education and Economic Development J01 - Labor Economics: General Peer effects;Remedying education |
| author |
Inter-American Development Bank |
| author_sort |
Inter-American Development Bank |
| title |
Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? |
| title_short |
Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? |
| title_full |
Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? |
| title_fullStr |
Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? |
| title_full_unstemmed |
Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? |
| title_sort |
research insights: does educational support for struggling students also benefit high achievers? |
| publisher |
Inter-American Development Bank |
| url |
http://dx.doi.org/10.18235/0004366 https://publications.iadb.org/en/research-insights-does-educational-support-struggling-students-also-benefit-high-achievers |
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AT interamericandevelopmentbank researchinsightsdoeseducationalsupportforstrugglingstudentsalsobenefithighachievers |
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1809108329543237632 |