Ceara Teacher Feedback Program Impact Evaluation 2014
Baseline Survey
Brazil, 2014
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BRA_2014_CTFPIE-BL_v01_M
Ceara Teacher Feedback Program Impact Evaluation 2014
Baseline Survey
| Name | Country code |
|---|---|
| Brazil | BRA |
In Brazil, policy makers in the state of Ceara are looking at how providing information to schools about best teaching practices, as well as offering peer learning opportunities, can help boost the performance of less effective teachers. The state government wants to stimulate more interaction among teachers at the school level that will lead to faster and cheaper diffusion of good practices within schools. The Secretariat requested World Bank assistance with the design and implementation of the random assignment experiment during the 2015 school year to measure cost-effectiveness of this approach.
The baseline data collection was carried out in November 2014. Researchers used "Stallings Classroom Snapshot" instrument to gather information about teachers' use of time, materials and interactive pedagogical practices. The observations were made in 3,176 classrooms of 10th, 11th and 12th grade in randomly selected 300 schools.
The schools were randomly assigned to a treatment group (136 schools) or a control group (156 schools). The treatment was launched in March 2015. The treatment group received detailed feedback on the school's results from the classroom observations, information on teacher performance, self-help materials that included a book, videos and exercises about effective teaching strategies, and a log book and classroom observation templates to record teachers' observations of one other. The control schools received neither feedback nor information. The endline survey was conducted in November 2015. After the treatment, researchers assessed the results of student test scores to determine whether the campaign helped improve classroom learning.
Observation data/ratings [obs]
- classrooms
- schools
Version
v01, edited, anonymous datasets
2015-11
Scope
The scope of the study includes:
- Teachers' use of instructional time
- Teachers' use of materials, including information and communications technology
- Core pedagogical practices
- Teachers' ability to keep students engaged
- Basic characteristics of observed classes
- Teacher engagement
- Principals' and supervisors' assessments of the value and impact of the treatment
Coverage
The state of Ceara
Producers and sponsors
| Name | Affiliation |
|---|---|
| Barbara Bruns | World Bank |
| Name | Affiliation | Role |
|---|---|---|
| Leandro Costa | World Bank | TTL |
| Name |
|---|
| Strategic Impact Evaluation Fund |
Sampling
Ceara state has 573 secondary schools with the capacity to participate in the in-service teacher training. A sample of 350 schools was randomly chosen from among the 573 schools, stratified by school size, geographic area and learning results. These schools were randomly assigned to the treatment or control group (175 in each group).
Out of the 350 schools of the randomization, 300 schools were observed in November 2014. The full number of school could not be observed because of disruptions to the school calendar in November (standardized tests and holidays), and a shortage of observers in the Fortaleza district (some coordinators did not want to participate for ideological/political reasons). After eliminating the schools with inconsistent information, the baseline data included 292 schools: 136 in the treatment group and 156 in the control group. The observations were made in 3,176 classrooms of 10th, 11th and 12th grade. In each school, the number of observed classrooms varied from 3 to 31, depending on the school size.
Survey instrument
The following instruments were used in the study:
-
The Stallings Classroom Snapshot Coding Sheet. The classroom snapshot records the participants, their activities, and the materials being used in the classroom, at ten separate instances throughout a class period.
-
School Principals Questionnaire. The questionnaire gathers information about teachers' engagement in the school, level of teacher training activities, and Principals' and supervisors' assessments of the value and impact of the treatment.
-
Classroom Demographic Sheet. The instrument is used for identification of the school and classroom, and the basic information related to the observed classroom, such as the number of student and the start time of the class.
Data collection
| Start | End | Cycle |
|---|---|---|
| 2014-10-27 | 2014-11-21 | Baseline Survey |
- Face-to-face [f2f]
The "Stallings Classroom Snapshot" instrument, technically called the "Stanford Research Institute Classroom Observation System" was developed by Professor Jane Stallings for research on the efficiency and quality of basic education teachers in the United States in the 1970s. The Stallings instrument generates robust quantitative data on the interaction of teachers and students in the classroom, with a high degree of inter-rater reliability (0.8 or higher) among observers with relatively limited training, which makes it suitable for large scale samples in developing country settings. The instrument is language and curriculum-neutral, so results are directly comparable across different types of schools and country contexts, and a growing body of comparative country data from the US and developing countries is available.
The Stallings instrument generates quantitative measures - at the classroom, school, and school system level - of four main variables:
- Teachers’ use of instructional time
- Teachers’ use of materials, including information and communications technology
- Core pedagogical practices
- Teachers’ ability to keep students engaged
The observers had training on Stallings observation methods in October 20-24, 2014.
All observers were pedagogical coordinators from treatment schools to avoid any contamination of control schools from having someone at the school familiar with the Stallings observation methods and/or the training program.
Depositor information
| Name | Affiliation |
|---|---|
| Robin Audy | Social Protect & Labor - GP, World Bank |
Data Access
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
Barbara Bruns, World Bank. Brazil Ceara Teacher Feedback Program Impact Evaluation 2014, Baseline Survey. BRA_2014_CTFPIE-BL_v01_M. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Contacts
| Name | Affiliation | |
|---|---|---|
| Leandro Costa | World Bank | lcosta@worldbank.org |
Metadata production
DDI_BRA_2014_CTFPIE-BL_v01_M_WB
| Name | Affiliation | Role |
|---|---|---|
| Development Data Group | The World Bank | Study documentation |
2015-12-09
Metadata version
v01 (December 2015)