Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy: Evidence From a...

Area of Science:

• Educational Research
• Mathematics Education
• Policy Evaluation

Background:

• Italy faces challenges with low math achievement, particularly in southern regions.
• Rigorous policy evaluation for educational interventions is scarce in Italy.
• This study addresses the need for evidence-based policy in Italian schools.

Purpose of the Study:

• To assess the impact of a teacher professional development program on student math achievement.
• To provide insights for future policy evaluations in the Italian educational context.

Main Methods:

• A large-scale clustered randomized controlled trial involving 175 schools (grades 6-8).
• Utilized national standardized math tests and questionnaires for teachers and students.
• Focused on math education in lower secondary schools within low-performing Italian regions.

Main Results:

• No significant overall impact on student math scores during the first year of the program.
• Detected heterogeneity in results, with a positive effect observed for middle-aged teachers.
• Observed positive effects on teaching practices and student attitudes.

Conclusions:

• The professional development intervention showed some detectable effects.
• Demonstrated the feasibility of rigorous evaluation in the Italian school system, even with limited focus on evidence-based policies.