Table 3 The Effects of Technical Assistance Components on Test Scores (Clustered Standard Errors)

||Portuguese<br>5<sup>_th_ </sup>Grade<br>(1)|Mathematics<br>5<sup>_th_ </sup>Grade<br>(2)|Portuguese<br>9<sup>_th_ </sup>Grade<br>(3)|Mathematics<br>9<sup>_th_ </sup>Grade<br>(4)|
|---|---|---|---|---|
|**A. DD, Results**_−_**Based Financing (RBF)**|||||
|<sup>_rbf pre_</sup>|0_._033|0_._012|0_._156<sup>_∗∗∗_</sup>|0_._149<sup>_∗∗∗_</sup>|
|_β_ _−β_|(0_._043)|(0_._042)|(0_._025)|(0_._028)|
|**B. DD, RBF** + **Technical Assistance**|||||
|Knowledge Exchange, _β_<sup>_rbf_+</sup><sup>_Knowledge _</sup>_−β_<sup>_rbf_</sup>|_−_0_._019<br>(0_._054)|0_._022<br>(0_._067)|||
|Teacher Training (%), _β_<sup>_rbf_+</sup><sup>_Training _</sup>_−β_<sup>_rbf_</sup>|0_._007<br>(0_._050)|_−_0_._002<br>(0_._061)|||
|Textbooks (%), _β_<sup>_rbf_+</sup><sup>_TextBooks _</sup>_−β_<sup>_rbf_</sup>|0_._162<sup>_∗∗∗_</sup><br>(0_._055)|0_._253<sup>_∗∗∗_</sup><br>(0_._064)|||
|**C. DD, Results**_−_**Based Financing, re**<br>_β_<sup>_rbf_(</sup><sup>_re_)</sup> _−β_<sup>_rbf_</sup>|||0_._127<sup>_∗∗∗_</sup>|0_._167<sup>_∗∗∗_</sup>|
||||(0_._029)|(0_._032)|
|KldEh<sup>_rbf_(</sup><sup>_re_)+</sup><sup>_Knowledge rbf_</sup>|0_._016|0_._103|_−_0_._023|0_._160|
|nowege xcange, _β_ _−β_|(0_._071)|(0_._088)|(0_._182)|(0_._294)|
|ThTii%<sup>_rbf_(</sup><sup>_re_)+</sup><sup>_Training rbf_</sup>|0_._244<sup>_∗∗∗_</sup>|0_._290<sup>_∗∗∗_</sup>|0_._182<sup>_∗∗∗_</sup>|0_._177<sup>_∗∗_</sup>|
|eacer ranng (), _β_ _−β_|(0_._045)|(0_._054)|(0_._061)|(0_._071)|
|bk%<sup>_rbf_(</sup><sup>_re_)+</sup><sup>_TextBooks rbf_</sup>|0_._109<sup>_∗_</sup>|0_._128<sup>_∗_</sup>|0_._045|0_._144<sup>_∗∗_</sup>|
|Textoos (), _β_ _−β_|(0_._055)|(0_._066)|(0_._067)|(0_._073)|
|**City/Student Controls**|Yes|Yes|Yes|Yes|
|**City**_−_**Specifc Time Trend**|Yes|Yes|Yes|Yes|
|**Border Fixed**_−_**Efects**|Yes|Yes|Yes|Yes|
|**# of Student Observations**|228_,_418|228_,_428|191_,_285|191_,_275|
|**Adj. R**_−_**squared**|0_._244|0_._184|0_._187|0_._150|

**Notes.** _∗∗∗_ denotes significance at 1 percent, _∗∗_ at 5 percent, and _∗_ at 10 percent level. This table shows the impacts of technical assistance on test scores for 5<sup>_th_</sup> and 9<sup>_th_</sup> grades. Test scores are from _Sistema de Avaliação da Educação Básica_ (SAEB), the national standardized exam undertaken every two years. All regressions restrict the sample to students in municipalities at the border as indicated in Figure 1. The municipality controls are: the number of births per year ( _Sistema de Nascidos Vivos_ , SINASC); a dummy for rural schools (SAEB); and a dummy for schools offering grades 1 to 9. Student controls include: if male, if white, age in years, the number of bedrooms, if the mother has higher education and household size. Municipality-specific time trends and border fixed-effects are included. Panel A presents the impacts of the RBF mechanism. Panel B shows the impacts of providing RBF and each technical assistance component. The variable _textbooks_ is the percentage of teachers in the school who received textbooks. _Training_ is the percentage of teachers participating in training in the last two years, and _Knowledge_ is a dummy for schools that participated in the knowledge exchange program _Escola Nota 10_ . Panel C estimates the effects by introducing in the RBF formula the percentages of students below minimum performance thresholds in the city.

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