The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

• Published in: Educational evaluation and policy analysis Vol. 37; no. 4; pp. 567 - 590
• Main Authors: Costa, Leandro Oliveira, Carnoy, Martin
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-12-2015; American Educational Research Association
• Subjects: Academic Achievement; Achievement Gains; Achievement Tests; Brazil; Cognitive Ability; Comparative Analysis; Early Childhood Education; Early intervention; Elementary Secondary Education; Foreign Countries; Grade 5; Grade 9; Institutional Characteristics; Intervention; Literacy; Literacy Education; Mathematics Achievement; Municipalities; National Surveys; Outcomes of Education; Portuguese; Program Descriptions; Program Design; Program Effectiveness; Scores; Statistical Analysis; Student Characteristics; Teacher Characteristics; Brazil; literacy; early childhood; achievement gains
• ISSN: 0162-3737; 1935-1062
• DOI: 10.3102/0162373715571437

Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetizaçâo na Idade Certa [PAIC]) in Brazils Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present study identifies PAIC's impact using a triple-difference analysis (Difference-in-Difference-in-Difference [DDD] approach) that relies on comparisons of the test-score changes in Ceará and bordering states and for grades and schools treated and not treated by the literacy program since 2007. The results show that PAIC had a positive effect on student achievement in both Portuguese and mathematics, but that it did not help reduce the gap between students who had or had not participated in early childhood education.