Southwest Basic Education Project (SBEP)

iv. Positive effects are dominant in the association of SDP interventions with students’ SES status for all grades and all sub-domains. In general, poorer students in SDP schools made more progress overall during the last two years of the SBEP life than those in non-SDP schools.

v. No evidence of SDP interventions on specific subject domains of students’ learning was found.

For Chinese: Y1 (Recognition of characters), Y2 (Reading), Y3 (Ancient Chinese)

For Math: Y1 (Algebra), Y2 (Space), Y3 (Practice)

* P≤0.05; † P≤0.01; ‡P≤0.001.

Furthermore, Table 15 presents the overall association of percentage of school teacher training and SDP with sub-domain test scores of students. These effects are adjusted for all major students’ background factors as well as random effects in schools.

Southwest Basic Education Project (SBEP): Analysis of the impact of SBEP on student achievement