Table 23. Pre-treatment balance in student test scores, 2013-2014 (prior cohorts)

||||2013|||2014||
|---|---|---|---|---|---|---|---|
||Grade|N|Control<br>Means<br>(T=0)|Diff.<br> (T[1]-T[0])|N|Control<br>Means<br>(T=0)|Difference<br> (T[1]-T[0])|
|Covariates||||||||
|Spaece-Mathematics|1|60113|-0.00|0.10**|56433|-0.00|0.11**|
||||[ 0.03]|[ 0.05]||[ 0.03]|[ 0.05]|
|Spaece-Portuguese|1|60125|-0.00|0.09**|56435|0.00|0.08*|
||||[ 0.03]|[ 0.04]||[ 0.03]|[ 0.04]|
|ENEM-Portuguese|3|44181|0.00|0.08*|46606|0.00|0.03|
||||[ 0.03]|[ 0.05]||[ 0.03]|[ 0.04]|
|ENEM-Mathematics|3|44181|0.00|0.08*|46606|-0.00|0.04|
||||[ 0.03]|[ 0.04]||[ 0.02]|[ 0.04]|

Note: Standard errors in brakets, clustered at the school level . Statistical significance levels * p<0.1 ** p<0.05 *** p<0.01 Tables 24 and 25 analyze the school-level averages for key variables over the 2013-2015 period. Table 24 presents school and student characteristics, by grade, and the final column looks for possible trends in the school-level averages. Table 25 presents school-average test scores, for SPAECE and ENEM in 2013 and 2014.

Table 24 – Pre-treatment balance in school and student background characteristics, by grade, 2013-2014 (previous cohorts)

||||Control<br>2013|||Control<br>201|4|Dif|Control<br>ference 2|014-2013|
|---|---|---|---|---|---|---|---|---|---|---|
||Grade|N|Means<br>(T=0)|Difference<br> (T[1]-T[0])|N|Means<br>(T=0)|Difference<br> (T[1]-T[0])|N|Means<br>(T=0)|Difference<br> (T[1]-T[0])|
|Covariates||||**|||*||||
|Enrollment|1|350|252.22<br>[10.52]<br>|-31.01<br>[14.88]<br>|349|237.60<br>[ 9.49]<br>|-25.14<br>[13.44]<br>|699 <br>|<sup>-14.62</sup><br>[14.17]<br>|5.87<br>[20.05]<br>|
||||209.47|-17.65||204.62|-22.43*||<sup>-4.86</sup>|-4.79|
|Enrollment|2|350|[ 8.85]|[12.51]|349|[ 8.35]|[11.83]|699|<br>[12.16]|[17.22]|
||||182.46|-12.09||179.57|-14.31||<sup>-2.89</sup>|-2.22|
|Enrollment|3|350|[ 7.90]|[11.17]|349|[ 7.47]|[10.59]|699|<br>[10.88]|[15.39]|
|Female|1|350|0.51|0.01|349|0.51|0.00|699|-0.00|-0.01|
||||[ 0.00]|[ 0.01]||[ 0.00]|[ 0.01]||[ 0.01]|[ 0.01]|
||||0.54|0.00||0.53|0.01||-0.01|0.00|
|Female|2|350|[ 0.00]|[ 0.01]|349|[ 0.00]|[ 0.01]|699|[ 0.01]|[ 0.01]|
||||0.55|-0.01||0.55|0.00||-0.01|0.01|
|Female|3|350|[ 0.00]|[ 0.01]|349|[ 0.00]|[ 0.01]|699|[ 0.01]|[ 0.01]|
|White|1|350|0.12|0.00|349|0.12|0.01|699|-0.01|0.00|
||||[ 0.01]|[ 0.01]||[ 0.01]|[ 0.01]||[ 0.01]|[ 0.02]|
|Whit|2|350|0.12|0.01|349|0.13|0.01|699|0.01|-0.01|
|e|||[ 0.01]|[ 0.01]||[ 0.01]|[ 0.01]||[ 0.01]|[ 0.02]|
||||0.13|0.03*||0.13|0.01||0.00|-0.02|
|White|3|350|[ 0.01]|[ 0.01]|349|[ 0.01]|[ 0.01]|699|[ 0.01]|[ 0.02]|
||||0.01|0.00||0.01|0.00||-0.00|-0.00|
|Black|1|350|[ 0.00]|[ 0.00]|349|[ 0.00]|[ 0.00]|699|[ 0.00]|[ 0.00]|
|Black|2|350|0.01|0.00|349|0.01|0.00|699|-0.00|0.00|
||||[ 0.00]|[ 0.00]||[ 0.00]|[ 0.00]||[ 0.00]|[ 0.00]|
|Blk|3|350|0.02|0.00|349|0.01|0.00|699|-0.00|-0.00|
|ac|||[ 0.00]|[ 0.00]||[ 0.00]|[ 0.00]||[ 0.00]|[ 0.00]|
||||0.58|0.01||0.60|-0.01||0.02|-0.02|
|Brown|1|350|[ 0.02]|[ 0.03]|349|[ 0.02]|[ 0.03]|699|[ 0.03]|[ 0.04]|
||||0.59|0.00||0.58|0.00||-0.00|0.00|
|Brown|2|350|||349|||699|||
||||[ 0.02]|[ 0.03]||[ 0.02]|[ 0.02]||[ 0.03]|[ 0.04]|
||||0.56|0.01||0.59|0.01||0.03|-0.01|
|Brown|3|350|[ 0.02]|[ 0.03]|349|[ 0.02]|[ 0.02]|699|[ 0.03]|[ 0.04]|
|Ai|1|350|17.09|-0.05|349|17.11|-0.05|699|0.01|-0.01|
|ge n years|||[ 0.08]|[ 0.11]||[ 0.07]|[ 0.10]||[ 0.11]|[ 0.15]|
||||17.98|-0.01||17.92|-0.03||-0.06|-0.02|
|Age in years|2|350|[ 0.08]|[ 0.11]|349|[ 0.07]|[ 0.10]|699|[ 0.10]|[ 0.15]|
||||18.93|-0.03||18.93|-0.05||0.00|-0.02|
|Age in years|3|350|||349|||699|||
||||[ 0.08]|[ 0.11]||[ 0.07]|[ 0.11]||[ 0.11]|[ 0.15]|
||||38.83|-0.83||36.99|-0.06||-1.84|0.77|
|Students per class|1|350|||349|||699|||
||||[ 0.53]|[ 0.75]||[ 0.42]|[ 0.60]||[ 0.68]|[ 0.96]|
||||3649|-087||3479|-020||-171|067|
|Studentserclass|2|350|.|.|349|.|.|699|.|.|
|p|||[ 0.54]|[ 0.76]||[ 0.42]|[ 0.59]||[ 0.68]|[ 0.96]|
|Sdl|3|350|35.77|-0.38|349|34.78|-0.49|699|-0.99|-0.11|
|tuents per cass|||[ 0.57]|[ 0.80]||[ 0.43]|[ 0.62]||[ 0.71]|[ 1.01]|

Note: Standard errors in brakets. Statistical significance levels * p<0.1 ** p<0.05 *** p<0.01 Table 25 shows that a slightly higher proportion of treatment school students took the SPAECE in 2013 and 2014 (3%) and ENEM in 2014 (3%). What is more concerning is the consistently higher SPAECE performance of students in the treatment schools, in both Math (0.1-0.14 SD) and Portuguese (0.10) in 2013 and 2014. This is a very big gap in performance and hard to explain given how well matched our treatment and control schools are on student background and school characteristics. On the other hand, once again, there are no differences in 2014 ENEM scores. The final column confirms that there are no trends in the differences across our sample.

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