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|dc.description.abstract||In this paper, we evaluate the effect of the literacy hour in English primary schools on pupilattainment. The National Literacy Project (NLP) was undertaken in about 400 English primaryschools in 1997 and 1998. We compare the reading and overall English attainment ofchildren in NLP schools as compared to a set of control schools at the end of primary schooleducation (age 11). We also compare the overall English performance of these children whenthey have reached the end of their compulsory education (age 16). We find a larger increasein attainment in reading and English for pupils in NLP schools as compared to pupils notexposed to the literacy hour between 1996 and 1998. We also find modest, but positiveeffects from exposure to the literacy hour that persist to age 16, as GCSE Englishperformance is seen to be higher for children affected by the NLP introduction. Since thereare gender gaps in English performance (in favour of girls), we consider whether the literacyhour has had a differential impact by gender. We find some evidence that at age 11, boysreceived a greater benefit than girls. Finally, we show the policy to be cost effective. Thesefindings are of strong significance when placed into the wider education debate about whatworks best in schools for improving pupil performance. The evidence reported here suggeststhat public policy aimed at changing the content and structure of teaching can significantlyraise pupil attainment.||en_US|
|dc.publisher|||aInstitute for the Study of Labor (IZA) |cBonn||en_US|
|dc.relation.ispartofseries|||aIZA Discussion paper series |x1005||en_US|
|dc.title||The Literacy Hour||en_US|
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