nearest neighbor matching to match each treatment student to one control student, based on his or her propensity score. Finally, we calculate ITT results.<sup>21</sup> Table 28 shows the results of specifications (i) to (v) for each sub-sample (a) and (b). Annex tables A17 and A18 show the balance for each of the subsamples.

Table 28: Impact on student learning, controlling for prior achievement- Full sample of 348 schools

|<br>Dependent Variable|<br>(1)|<br>(2)|<br>(3)|<br>(4)|<br>(5)|
|---|---|---|---|---|---|
|**SPAECE** **1**<sup>**st**</sup> **Grade**||||||
|Spaece - Mathematics|0.124**<br>[0.054]|0.130**<br>[0.054]|0.069**<br>[0.029]|0.071**<br>[0.029]|0.079***<br>[0.010]|
|Spaece - Portuguese|0.083*<br>[0.048]|0.087*<br>[0.046]|0.036<br>[0.023]|0.037*<br>[0.022]|0.055***<br>[0.010]|
|N|59806|41817|41817|41817|41817|
|**ENEM** **3**<sup>**rd**</sup> **Grade** **(controlin**|**g** **for** **ENEM** **t-1)**|||||
|ENEM - Portuguese|0.065*<br>[0.039]|0.064<br>[0.041]|0.045*<br>[0.027]|0.045*<br>[0.024]|0.038***<br>[0.013]|
|ENEM - Mathematics|0.056<br>[0.037]|0.059<br>[0.041]|0.039<br>[0.027]|0.040<br>[0.025]|0.046***<br>[0.014]|
|N|45838|27958|27958|27958|27958|
|Restricted sample||x|x|x|x|
|Control Spaece|||x|x||
|Previous achievement||||x||
|Matched sample<br>Note: Standard errors in brak<br>*** p<0.01. Control Spaece in<br>cash transfer.|ets, clustered at the<br>cludes control for s|school level . S<br>tudents' sex, ag|tatistical significa<br>e, race, parental|nce levels * p<0.<br>education, paved|x<br>1 ** p<0.05<br> street and|

Overall results in Table 28 look robust, with controls. Estimated impacts on student learning are positive and significant for SPAECE 1<sup>st</sup> year scores. The magnitudes are quite similar from specifications 3 through 5: for Math, they range from 0.069 to 0.079 SD; for Portuguese, they range from 0.037 to 0.055 SD. We also have positive and significant results on the ENEM test from specifications 3-5 for Portuguese, ranging from 0.038 to 0.045 SD; and specification (5) also shows a positive and significant result for Math (0.046 SD).

Overall, we find impacts on student learning that are positive and strongly significant. Results range from 0.01-0.04 SD in the ITT analysis with student level data, using the full sample and including all controls, to 0.07-0.10 SD with school-grade level data, and 0.037-0.079 SD on the ITT for the sub-sample of students with prior test score data.

Thus far, we have analyzed results for the full initial randomized sample of 348 schools. However, 18 treatment schools were not observed at baseline and therefore did not receive the “information shock” of the school feedback bulletin. In discussions at the end of the program, regional supervisors, school directors and pedagogical coordinators reported that the “information shock” had provoked considerable discussion in the treatment schools. Although individual teachers were not identified, school personnel said that teachers and administrators could “figure out” who’s results were whose. Coordinators believed the bulletin generated pressures to improve among schools with poor results and among teachers with the weakest classroom performance within schools.

Table 29: Impact on student learning controlling for prior student achievement- (292 school sample)

|<br>Dependent Variable|<br>(1)|<br>(2)|<br>(3)|<br>(4)|<br>(5)|
|---|---|---|---|---|---|
|**SPAECE** **1**<sup>**st**</sup> **Grade**||||||
|Spaece - Mathematics|0.148**<br>[0.059]|0.148**<br>[0.059]|0.078**<br>[0.032]|0.081**<br>[0.032]|0.080***<br>[0.011]|
|Spaece - Portuguese|0.105**|0.104**|0.044*|0.047*|0.055***|
||[0.051]|[0.051]|[0.025]|[0.024]|[0.011]|
|N|50463|36389|36389|36389|36389|
|**ENEM** **3**<sup>**rd**</sup> **Grade** **(controlin**|**g** **for** **ENEM** **t-1)**|||||
|ENEM - Portuguese|0.087**<br>[0.039]|0.087**<br>[0.042]|0.055**<br>[0.026]|0.055**<br>[0.024]|0.056***<br>[0.014]|
|ENEM-Mathematics|0.068*|0.071|0.039|0.041|0.038**|
||[0.039]|[0.043]|[0.028]|[0.027]|[0.015]|
|N|38985|24346|24346|24346|24346|
|Restricted sample||x|x|x|x|
|Control Spaece|||x|x||
|Previous achievement||||x||
|Matched sample<br>Note: Standard errors in brak<br>*** p<0.01. Control Spaece in<br>cash transfer.|ets, clustered at the<br>cludes control for s|school level . S<br>tudents' sex, ag|tatistical significa<br>e, race, parental|nce levels * p<0.<br>education, paved|x<br>1 ** p<0.05<br> street and|

> 21 We use the program _teffects psmatch_ in Stata to calculate ITT results. The command takes into account the fact that propensity scores are estimated rather than known when calculating standard errors.

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