Impact of Enseña Perú's Intervention on Students' Academic Results in the Student Census Evaluation

• In Event: Developing Collective Leadership in Teach For All: Examples of Peru, Nigeria, Mexico, and the United States

Abstract

Objectives: Evaluate the impact of Enseña Perú’s teaching fellowships (Leadership Development Program and ¡Qué Maestro!) on student academic progress in reading comprehension and mathematical reasoning.
Perspective(s) or theoretical framework: Enseña Perú's intervention model is based on recruiting and training professionals who commit for two years as teachers in schools throughout the country. In addition, they attract directors and teachers to train them in pedagogical techniques and leadership, building with them learning communities that operate under principles of trust and collaboration. The programs aim to have strong impact on foundational student learning and social and emotional development, building the leadership potential of students.
Methods: A quasi-experimental methodology was used with two groups of analysis: i) treatment, made up of schools intervened by Enseña Perú, and ii) control, made up of schools that have similar characteristics to the treatment group with the only difference that they were not beneficiaries of the intervention. The study uses a differences-in-differences methodology, which seeks to identify changes in the learning levels of students in schools after the treatment period compared to the level before the intervention, and to assess whether this change was significant in comparison with the changes experienced by students in schools in the control group for the same period.
Data: The data source for this study was the Evaluaciones Censales de Estudiantes (ECE), a standardized evaluation carried out by the Ministry of Education to determine the learning achievements of students in the country, and analyzed data corresponding to 2nd Grade Primary (2007-2016), 4th Grade Primary (2016, 2018), 2nd Grade Secondary (2015, 2016, 2018, 2019).
Results: The impact of Enseña Perú is extremely significant measured by standardized assessments. Usually, a standard deviation of 0.2 implies a large effect size. Most results exceed that threshold. While the effect is larger for reading comprehension than for mathematical reasoning, the average impact of the intervention of Enseña Perú is equal to 0.345 SD. The short-term impact is on average 0.330 SD and the long-term impact is on average 0.371 SD. The Áncash region shows the largest effects: an average impact equal to 0.437 SD in the Enseña Perú Professionals Program and 0.406 SD in the ¡Qué Maestro!. Results also show that the effects are larger in schools where the two programs coexist.
Scientific or scholarly significance: The results of the Student Census Assessment (ECE) in Peru in mathematics and reading comprehension showed in 2015 that only 49.4% of 2nd grade primary school students reached the highest or satisfactory level of learning in reading comprehension; and only 26.6% percent met these proficiency levels in mathematics. The results of this study show that putting in place a teaching fellowship like Enseña Perú can improve academic outcomes for students, particularly those in the most remote communities. The study also highlights that the greater the volume of the intervention and the coexistence of the programs, the higher the results, as is the case of the intervention in Ancash.

Authors

• Pablo Lavado, Universidad del Pacífico
  Presenting Author

• Renzo Guzmán
  Non-Presenting Author