A discussion paper from the IZA Institute of Labor Economics reports on a randomised controlled trial to improve teacher-pupil-parent feedback in a rural area of central China with a large proportion of left-behind children (children who have both parents working in cities, and are living away from home).
W Stanley Siebert and colleagues collected data from over 4,000 primary school children (Years 4 and 6) over two school terms, which included academic scores from standardised tests. One class from each year group in each school was randomly chosen to be in the feedback group. In these classes, all pupils received bi-weekly feedback from their teachers on their schoolwork and behaviour. Additionally, one-third of pupils in these classes were randomly selected to also have their bi-weekly feedback sent to their parents.
The results suggest that feedback does have a positive effect on improving maths and language scores for both left-behind and non-left behind children. In maths, there was an effect size of +0.16 standard deviations in Year 4 and +0.20 standard deviations in Year 6. For language the effect size was +0.09 standard deviations for Year 4 and +0.20 standard deviations for Year 6. When feedback was communicated to parents the achievement gains were larger for younger left-behind children than for non-left behind children. For left-behind children in Year 4 there was an additional +0.30 standard deviations improvement in maths.
Source: Student feedback, parent-teacher communication, and academic performance: Experimental evidence from rural China (February 2018), IZA Institute of Labor Economics