@article{4fc11a1896b443c3b02ac40c07732cfd,
title = "The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials",
abstract = "The present paper examines the impact of ability matching and differentiated instruction on the learning outcomes of eighth and ninth grade students in a financial education programme. In particular, the effect of within-class ability matching is investigated by forming pairs of students either randomly or based on their abilities. In addition, the paper studies whether differentiated instruction, in the form of additional instructions for lower ability students, enhances the impact of the financial education programme. The paper provides evidence on the effects of both practices using two randomised control trials involving 65 schools and 2,407 students. Overall, the results suggest that the programme raises the financial proficiency of students by 0.18 standard deviations. Although the learning outcomes of the average student are not affected by the differentiation practices, non-native students significantly benefit from differentiated instruction.",
keywords = "Ability matching, Differentiated instruction, Financial literacy, Randomised Control Trial, IMPACT, TRACKING",
author = "K. Iterbeke and {De Witte}, K. and K. Declercq and W. Schelfhout",
note = "Funding Information: This work was supported by the Flemish Science Organisation [S000617N]. This study is registered in the AEA RCT Registry and the unique identifying number is AEARCTR-0003478. We are grateful to Els Lagrou, Lieve Lammens, Johan Mestdagh, and Dani{\`e}le Van der Espt for their research assistance. We thank conference and seminar participants at LEER 2018, LEER 2019, LAGV 2019, ESPE 2019, EEA 2019, EALE 2019, and Politecnico di Milano for valuable suggestions on an earlier version of this paper. Funding Information: Third, given a large body of research on financial literacy has identified differences in financial literacy levels by SES and gender (e.g., Lusardi et al., 2010), we explore whether our financial education programme has heterogeneous effects with respect to these characteristics. Table B.V in Appendix provides the estimates from the subgroup analyses and does not reveal significant treatment heterogeneity.This work was supported by the Flemish Science Organisation [S000617N]. This study is registered in the AEA RCT Registry and the unique identifying number is AEARCTR-0003478. We are grateful to Els Lagrou, Lieve Lammens, Johan Mestdagh, and Dani?le Van der Espt for their research assistance. We thank conference and seminar participants at LEER 2018, LEER 2019, LAGV 2019, ESPE 2019, EEA 2019, EALE 2019, and Politecnico di Milano for valuable suggestions on an earlier version of this paper. Publisher Copyright: {\textcopyright} 2019 Elsevier Ltd",
year = "2020",
month = oct,
doi = "10.1016/j.econedurev.2019.101949",
language = "English",
volume = "78",
journal = "Economics of Education Review",
issn = "0272-7757",
publisher = "Elsevier Limited",
}