Replication data for: Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program

Principal Investigator(s): View help for Principal Investigator(s) Prashant Loyalka; Anna Popova; Guirong Li; Zhaolei Shi

Version: View help for Version V1

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Project Citation:

Loyalka, Prashant, Popova, Anna, Li, Guirong, and Shi, Zhaolei. Replication data for: Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program. Nashville, TN: American Economic Association [publisher], 2019. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-12-07. https://doi.org/10.3886/E116356V1

Project Description

Summary: Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful.

Scope of Project

JEL Classification:
      I21 Analysis of Education
      I28 Education: Government Policy
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity
      J45 Public Sector Labor Markets
      O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
      P36 Socialist Institutions and Their Transitions: Consumer Economics; Health; Education and Training: Welfare, Income, Wealth, and Poverty

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V1 [2019-12-07]

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