published in: Journal of Public Economics, 2008, 92 (5-6), 1441-1462
In this paper, we evaluate the effect of the literacy hour in English primary schools on pupil
attainment. The National Literacy Project (NLP) was undertaken in about 400 English primary
schools in 1997 and 1998. We compare the reading and overall English attainment of
children in NLP schools as compared to a set of control schools at the end of primary school
education (age 11). We also compare the overall English performance of these children when
they have reached the end of their compulsory education (age 16). We find a larger increase
in attainment in reading and English for pupils in NLP schools as compared to pupils not
exposed to the literacy hour between 1996 and 1998. We also find modest, but positive.
effects from exposure to the literacy hour that persist to age 16, as GCSE English
performance is seen to be higher for children affected by the NLP introduction. Since there
are gender gaps in English performance (in favour of girls), we consider whether the literacy
hour has had a differential impact by gender. We find some evidence that at age 11, boys
received a greater benefit than girls. Finally, we show the policy to be cost effective. These
findings are of strong significance when placed into the wider education debate about what
works best in schools for improving pupil performance. The evidence reported here suggests
that public policy aimed at changing the content and structure of teaching can significantly
raise pupil attainment
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