|Dependent Variable|Certificates<br>Score:<br>excellent<br>or good|Score:<br>excellent|
|---|---|---|
|**SPAECE** **1**<sup>**st**</sup> **Grade**|||
|Spaece-Mathematics|0.091***<br> 0.118***|0.232**|
||[0.035]<br>[0.046]|[0.092]|
|SP|0.052*<br>0.068*|0.134*|
|paece - ortuguese|[0.027]<br>[0.035]|[0.070]|
|N|36389<br>36389|36389|
|**ENEM** **3**<sup>**rd**</sup> **Grade** **(controli**|**ng** **for** **ENEM** **t-1)**||
||0.060**<br>0.080**|0.175**|
|ENEM - Portuguese|[0.026]<br>[0.035]|[0.084]|
|h|0.045<br>0.060|0.130|
|ENEM - Matematics|[0.029]<br>[0.039]|[0.089]|
|N|24346<br>24346|24346|
|Control Spaece|x<br>x|x|
|Previous achievement|x<br>x|x|
|Note: Sample of 292 schools<br>school level . Statistical signi<br>Control Spaece includes con<br>education, paved street and|. Standard errors in brakets, cluster<br>ficance levels * p<0.1 ** p<0.05 **<br>trol for students' sex, age, race, par<br> cash transfer.|ed at the<br>* p<0.01.<br>ental|

These results are encouraging. They suggest that the ELOS certification test is a meaningful measure of the capacity of pedagogical coordinators to implement the coaching program effectively. They also demonstrate that the program has the potential to raise student learning significantly if schools achieve high fidelity implementation. These factors provide useful guidance to school systems considering this type of intervention.

# **6. Cost-Effectiveness**

The teacher feedback and coaching program was designed to be low-cost and scalable. Table 33 shows costs for all key elements of the program and the evaluation. The largest program cost elements were logistics costs, both for the school visits for the baseline classroom observations, which provided the basis for the information shock to schools, and for the four one-day face-to-face training sessions that the ELOS team carried out for pedagogical coordinators and school directors, each of which was delivered in three different locations across the state. Even though the same number of schools was observed at both baseline and endline, the first round costs were twice as high, because a consulting firm was recruited to plan the logistics of school visits and supply transport, and the observations used paper coding sheets, which added costs to data recovery and digitization. For the second round, the same field plan was re-used, observers used their own cars, and observations were made on tablets that were property of the Secretariat. Table 33: Costs of Ceará Teacher Feedback and Coaching Program

|<br>**Cost Element**|<br>**R$**|<br>**US$**|<br>**R$/**<br>**Student**|**US$/**<br>**Student**|
|---|---|---|---|---|
|**Program Costs**|||||
|Planning activities|64000|16000|0.52|0.13|
|Information shock:|||||
|Classroom observations in 156 treatment schools|363287.67|90821.92|2.95|0.74|
|Preparation of schools bulletins|16000|4000|0.13|0.03|
|Coaching|||||
|_Aula nota 10_book for 174 schools|117000|29250|0.95|0.24|
|Logistics of face-to-face training sessions (Transport,<br>lodging, subsistence for 400 participants)|152000|38000|1.24|0.31|
|ELOS training team (110 hours of training and coaching<br>support by Skype)|468000|117000|3.80|0.95|
|**Subtotal**|**1180287.67 **|**295071.92**|**9.60**|**2.40**|
|**Evaluation Costs**|||||
|Planning activities and analysis|140000|35000|||
|Baseline data collection, Classroom observations in 136<br>control schools in Nov 2014|316712.3|79178.1|||
|Endline data collection, Classroom observations in 292<br>schools in Nov 2015|320000|80000|||
|**Subtotal**|**776712.3**|**194178**|||
|**GRAND TOTAL**<br>*Note: The number of students in the treatment schools at the be<br>exchange rate was R$ /US$ = 4.0.|**1957000**<br>ginning of the i|**489250**<br>ntervention w|as 123000 a|nd the|

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