This website uses cookies.

By clicking the "Accept" button or continuing to browse our site, you agree to first-party and session-only cookies being stored on your device to enhance site navigation and analyze site performance and traffic. For more information on our use of cookies, please see our Privacy Policy.

  1. Home
  2. Journals
  3. American Economic Journal: Economic Policy
  4. Forthcoming Articles
  5. Does the “Boost for Mathematics” Boost Mathematics? A Large-Scale Evaluation of the “Lesson Study” Methodology on Student Performance

American Economic Journal:
Economic Policy

ISSN 1945-7731 (Print) | ISSN 1945-774X (Online)

Does the “Boost for Mathematics” Boost Mathematics? A Large-Scale Evaluation of the “Lesson Study” Methodology on Student Performance

  • Erik Grönqvist
  • Björn Öckert
  • Olof Rosenqvist
American Economic Journal: Economic Policy (Forthcoming)

Abstract

Students in East Asian countries dominate international assessments. One possible explanation for their success is the use of “Lesson study” to enhance teaching practices; a collaborative process where teachers plan, observe, and analyze a lesson together. We evaluate a national teacher development program in Sweden – “Boost for Mathematics” – containing core elements of Lesson study. Exploiting the gradual roll-out of the program across compulsory schools, we find that it improves teaching practices and boosts students’ mathematics performance. The positive effect on student performance persists also long after the intervention has ended. The program also passes a cost-benefit test.

Downloads