Student feedback, parent-teacher communication, and academic performance : experimental evidence from rural China

W. Stanley SIEBERT; Xiangdong WEI; Ho Lun WONG; Xiang  ZHOU

Student feedback, parent-teacher communication, and academic performance : experimental evidence from rural China

W. Stanley SIEBERT, Xiangdong WEI, Ho Lun WONG, Xiang ZHOU

Lingnan University

Research output: Working paper › Discussion paper series

Abstract

This study reports a randomized controlled trial to improve teacher-student-parent feedback, conducted in a rural county in China with many left-behind children. Data are collected from over 4,000 primary schoolchildren (8 to 10 years old) over two school terms. We find that bi-weekly student feedbacks using our special scorecard of schoolwork and behavior improve mathematics results by 0.16 to 0.20 standard deviations, with 0.09 for language. Communicating these assessments also to parents produces further large mathematics benefits for young left-behind children, about 0.30 standard deviations. A low-cost investment in better feedback thus brings significant achievement gains especially for disadvantaged children.

Original language	English
Place of Publication	Germany
Publisher	Institute of Labor Economics
Number of pages	44
Publication status	Published - Feb 2018

Publication series

Name	IZA Discussion Paper Series
Publisher	Institute of Labor Economics
No.	11347
ISSN (Electronic)	2365-9793

Bibliographical note

Support from the General Research Fund of Research Grant Council in Hong Kong (Ref. No. LU342013) and the ESRC (Ref. No. RES-000-22-3654).

Keywords

student assessment
parent-teacher communication
academic performance
randomized controlled trial
rural China

Access to Document

http://ftp.iza.org/dp11347.pdf

Pay-for-grades, e-Learning and Educational Outcomes: Experimental Evidences from China (結合學習成績獎勵與電化學習工具的教學效果：來自中國的實驗證據)
WEI, X. (PI), FAN, C. Z. S. (CoI), ZHANG, H. (CoI) & ANGRIST, J. (CoI)
Research Grants Council (HKSAR)
30/12/13 → 29/12/17
Project: Grant Research

Cite this

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title = "Student feedback, parent-teacher communication, and academic performance : experimental evidence from rural China",

abstract = "This study reports a randomized controlled trial to improve teacher-student-parent feedback, conducted in a rural county in China with many left-behind children. Data are collected from over 4,000 primary schoolchildren (8 to 10 years old) over two school terms. We find that bi-weekly student feedbacks using our special scorecard of schoolwork and behavior improve mathematics results by 0.16 to 0.20 standard deviations, with 0.09 for language. Communicating these assessments also to parents produces further large mathematics benefits for young left-behind children, about 0.30 standard deviations. A low-cost investment in better feedback thus brings significant achievement gains especially for disadvantaged children.",

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author = "SIEBERT, {W. Stanley} and Xiangdong WEI and WONG, {Ho Lun} and Xiang ZHOU",

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AU - ZHOU, Xiang

N1 - Support from the General Research Fund of Research Grant Council in Hong Kong (Ref. No. LU342013) and the ESRC (Ref. No. RES-000-22-3654).

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N2 - This study reports a randomized controlled trial to improve teacher-student-parent feedback, conducted in a rural county in China with many left-behind children. Data are collected from over 4,000 primary schoolchildren (8 to 10 years old) over two school terms. We find that bi-weekly student feedbacks using our special scorecard of schoolwork and behavior improve mathematics results by 0.16 to 0.20 standard deviations, with 0.09 for language. Communicating these assessments also to parents produces further large mathematics benefits for young left-behind children, about 0.30 standard deviations. A low-cost investment in better feedback thus brings significant achievement gains especially for disadvantaged children.

AB - This study reports a randomized controlled trial to improve teacher-student-parent feedback, conducted in a rural county in China with many left-behind children. Data are collected from over 4,000 primary schoolchildren (8 to 10 years old) over two school terms. We find that bi-weekly student feedbacks using our special scorecard of schoolwork and behavior improve mathematics results by 0.16 to 0.20 standard deviations, with 0.09 for language. Communicating these assessments also to parents produces further large mathematics benefits for young left-behind children, about 0.30 standard deviations. A low-cost investment in better feedback thus brings significant achievement gains especially for disadvantaged children.

KW - student assessment

KW - parent-teacher communication

KW - academic performance

KW - randomized controlled trial

KW - rural China

M3 - Discussion paper series

T3 - IZA Discussion Paper Series

BT - Student feedback, parent-teacher communication, and academic performance : experimental evidence from rural China

PB - Institute of Labor Economics

CY - Germany

ER -

Student feedback, parent-teacher communication, and academic performance : experimental evidence from rural China

Abstract

Publication series

Bibliographical note

Keywords

Access to Document

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Projects

Pay-for-grades, e-Learning and Educational Outcomes: Experimental Evidences from China (結合學習成績獎勵與電化學習工具的教學效果：來自中國的實驗證據)

Cite this