Marjorie Chinen Ph.D. has over 18 years of experience in project management, technical assistance, research and fieldwork in international development. She has led multiple projects in different areas of education, designed and implemented rigorous mixed-method impact evaluations, and created solid engagements with clients and governments from Africa, South Asia, Latin America and North America. Her areas of interest are early childhood, primary education, and women’s and gender studies. She is Senior Education Consultant at the World Bank and an affiliated Researcher at the Group for the Analysis of Development (GRADE), in Lima-Peru.
Durante el periodo comprendido entre 1993 y 1998 se experimentó una serie de reformas educativas ... more Durante el periodo comprendido entre 1993 y 1998 se experimentó una serie de reformas educativas acompañadas por un importante incremento del gasto en educación. Así el gasto en la educación básica ha venido aumentado pasando de un 60% en 1992 hasta un 80% en 1999 del gasto total. Gran parte del incremento en el gasto en educación básica esta explicado por la creación de programas nacionales en el sector educación, los cuales tienen como principal objetivo, el de promover la igualdad de oportunidades en educación así como la mejora de la calidad educativa. Uno de estos programas es el de Educación Básica para Todos, programa dirigido principalmente a educación inicial y primaria. Asimismo, desde 1995 comenzó a operar el Programa Especial de Mejoramiento de la Calidad de la Educación Primaria (MECEP), el cual actualmente esta dirigido a la educación primaria, inicial y secundaria. Este programa ha incluido acciones de mejoramiento de la calidad de los procesos de enseñanza aprendizaje, fortalecimiento institucional, así como modernización de la administración e infraestructura. Así entre los principales avances destacan la entrega de materiales educativos (cuadernos de trabajo y módulos de bibliotecas de aula), la construcción de escuelas y rehabilitación de aulas, la creación de la nueva estructura curricular, así como la capacitación de docentes.
This is a longitudinal study on the effect of LA’s BEST on educational attainment and juvenile cr... more This is a longitudinal study on the effect of LA’s BEST on educational attainment and juvenile crime. Sophisticated analyses were conducted as detailed below. In short, results indicated that students who participated at a higher rate in LA’s BEST had significantly lower incidences of juvenile crime. Cost-benefit analyses indicated an average saving of $2.50 to each $1.00 invested in the program. There has been widespread interest in the impact of after-school programs on youth development in the past few years, especially in the area of impact on juvenile crime. However, definitive evaluations have been impeded by a lack of accurate longitudinal student data and limited funding opportunities for comprehensive program evaluations. Funded by the U.S. Department of Justice, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA studied the effects of the LA’s BEST after-school program on juvenile crime. Using eight years of data from approximat...
This is a longitudinal study on the effect of LA's BEST on educational attainment and juvenil... more This is a longitudinal study on the effect of LA's BEST on educational attainment and juvenile crime. Sophisticated analyses were conducted as detailed below. In short, results indicated that students who participated at a higher rate in LA's BEST had significantly lower incidences of juvenile crime. Cost-benefit analyses indicated an average saving of $2.50 to each $1.00 invested in the program. There has been widespread interest in the impact of after-school programs on youth development in the past few years, especially in the area of impact on juvenile crime. However, definitive evaluations have been impeded by a lack of accurate longitudinal student data and limited funding opportunities for comprehensive program evaluations. Funded by the U.S. Department of Justice, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA studied the effects of the LA's BEST after-school program on juvenile crime. Using eight years of data fro...
and Student Testing (CRESST)/UCLA In response to the growing achievement gap between English Lear... more and Student Testing (CRESST)/UCLA In response to the growing achievement gap between English Learners (ELs) and non-ELs, standards-based instruction and assessment have been promulgated at the state and federal level. Yet, the consequences of standards-based assessment reforms for ELs have rarely been systematically studied. The work reported here represents the initial study of a 4-year research project with the purpose of investigating how the implementation of standards-based performance assessments and related instructional strategies influences the achievement of ELs. In this study, we were specifically interested in identifying the opportunity-to-learn (OTL) variables that positively impact student performance. We also investigated potential differences in the impact of OTL on performance between ELs and non-ELs. Our study suggested that there are several factors contributing to students’ performance on the Language Arts Performance Assignment (LAPA). At the student
El presente documento de trabajo tiene por objeto presentar y analizar los datos de la evaluacion... more El presente documento de trabajo tiene por objeto presentar y analizar los datos de la evaluacion del impacto educativo de un programa de desayunos escolares en escuelas rurales de la zona altoandina del Peru. En la evaluacion se comparan medidas de peso, talla, tasas de matricula y desercion escolar, asistencia, aptitudes cognoscitivas y rendimiento en pruebas estandarizadas de matematica y comprension de lectura en estudiantes de cuarto grado de primaria de un grupo de tratamiento que recibio desayuno por al menos tres anos y un grupo de contraste, que no participo del programa. Se encontraron resultados positivos para el grupo de tratamiento en memoria de corto plazo, hemoglobina, tasa de desercion escolar y asistencia diaria a la escuela. Los resultados no muestran diferencias entre los dos grupos en talla para edad, indice de masa corporal, ni en pruebas de rendimiento escolar. La ausencia de efectos positivos en las pruebas de rendimiento en el grupo de tratamiento puede relac...
National Center for Research on Evaluation, Standards, and Student Testing, 2006
To further the understanding of ELL (under) achievement and broaden the current scope of OTL mode... more To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and ELL achievement. The work reported here operationalized academic language within a systemic functional linguistics theory (also called “functional grammar”). This theory of language use provided teachers and students with a framework for analyzing language in a manner that both built on existing language knowledge (or schemas) and provided them with an accessible structure for examining more complicated language (and content) concept. Based on our literature review, previous findings, and new ELL-sensitive OTL model, we investigated the following research questions in this study: (a.) To what extent and in what ways are students being exposed...
In response to the growing achievement gap between English Learners (ELs) and nonELs, standards-b... more In response to the growing achievement gap between English Learners (ELs) and nonELs, standards-based instruction and assessment have been promulgated at the state and federal level. Yet, the consequences of standards-based assessment reforms for ELs have rarely been systematically studied. The work reported here represents the initial study of a 4-year research project with the purpose of investigating how the implementation of standards-based performance assessments and related instructional strategies influences the achievement of ELs. In this study, we were specifically interested in identifying the opportunity-to-learn (OTL) variables that positively impact student performance. We also investigated potential differences in the impact of OTL on performance between ELs and non-ELs. Our study suggested that there are several factors contributing to students’ performance on the Language Arts Performance Assignment (LAPA). At the student level, the analysis suggested that the greate...
Durante el periodo comprendido entre 1993 y 1998 se experimentó una serie de reformas educativas ... more Durante el periodo comprendido entre 1993 y 1998 se experimentó una serie de reformas educativas acompañadas por un importante incremento del gasto en educación. Así el gasto en la educación básica ha venido aumentado pasando de un 60% en 1992 hasta un 80% en 1999 del gasto total. Gran parte del incremento en el gasto en educación básica esta explicado por la creación de programas nacionales en el sector educación, los cuales tienen como principal objetivo, el de promover la igualdad de oportunidades en educación así como la mejora de la calidad educativa. Uno de estos programas es el de Educación Básica para Todos, programa dirigido principalmente a educación inicial y primaria. Asimismo, desde 1995 comenzó a operar el Programa Especial de Mejoramiento de la Calidad de la Educación Primaria (MECEP), el cual actualmente esta dirigido a la educación primaria, inicial y secundaria. Este programa ha incluido acciones de mejoramiento de la calidad de los procesos de enseñanza aprendizaje, fortalecimiento institucional, así como modernización de la administración e infraestructura. Así entre los principales avances destacan la entrega de materiales educativos (cuadernos de trabajo y módulos de bibliotecas de aula), la construcción de escuelas y rehabilitación de aulas, la creación de la nueva estructura curricular, así como la capacitación de docentes.
This is a longitudinal study on the effect of LA’s BEST on educational attainment and juvenile cr... more This is a longitudinal study on the effect of LA’s BEST on educational attainment and juvenile crime. Sophisticated analyses were conducted as detailed below. In short, results indicated that students who participated at a higher rate in LA’s BEST had significantly lower incidences of juvenile crime. Cost-benefit analyses indicated an average saving of $2.50 to each $1.00 invested in the program. There has been widespread interest in the impact of after-school programs on youth development in the past few years, especially in the area of impact on juvenile crime. However, definitive evaluations have been impeded by a lack of accurate longitudinal student data and limited funding opportunities for comprehensive program evaluations. Funded by the U.S. Department of Justice, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA studied the effects of the LA’s BEST after-school program on juvenile crime. Using eight years of data from approximat...
This is a longitudinal study on the effect of LA's BEST on educational attainment and juvenil... more This is a longitudinal study on the effect of LA's BEST on educational attainment and juvenile crime. Sophisticated analyses were conducted as detailed below. In short, results indicated that students who participated at a higher rate in LA's BEST had significantly lower incidences of juvenile crime. Cost-benefit analyses indicated an average saving of $2.50 to each $1.00 invested in the program. There has been widespread interest in the impact of after-school programs on youth development in the past few years, especially in the area of impact on juvenile crime. However, definitive evaluations have been impeded by a lack of accurate longitudinal student data and limited funding opportunities for comprehensive program evaluations. Funded by the U.S. Department of Justice, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA studied the effects of the LA's BEST after-school program on juvenile crime. Using eight years of data fro...
and Student Testing (CRESST)/UCLA In response to the growing achievement gap between English Lear... more and Student Testing (CRESST)/UCLA In response to the growing achievement gap between English Learners (ELs) and non-ELs, standards-based instruction and assessment have been promulgated at the state and federal level. Yet, the consequences of standards-based assessment reforms for ELs have rarely been systematically studied. The work reported here represents the initial study of a 4-year research project with the purpose of investigating how the implementation of standards-based performance assessments and related instructional strategies influences the achievement of ELs. In this study, we were specifically interested in identifying the opportunity-to-learn (OTL) variables that positively impact student performance. We also investigated potential differences in the impact of OTL on performance between ELs and non-ELs. Our study suggested that there are several factors contributing to students’ performance on the Language Arts Performance Assignment (LAPA). At the student
El presente documento de trabajo tiene por objeto presentar y analizar los datos de la evaluacion... more El presente documento de trabajo tiene por objeto presentar y analizar los datos de la evaluacion del impacto educativo de un programa de desayunos escolares en escuelas rurales de la zona altoandina del Peru. En la evaluacion se comparan medidas de peso, talla, tasas de matricula y desercion escolar, asistencia, aptitudes cognoscitivas y rendimiento en pruebas estandarizadas de matematica y comprension de lectura en estudiantes de cuarto grado de primaria de un grupo de tratamiento que recibio desayuno por al menos tres anos y un grupo de contraste, que no participo del programa. Se encontraron resultados positivos para el grupo de tratamiento en memoria de corto plazo, hemoglobina, tasa de desercion escolar y asistencia diaria a la escuela. Los resultados no muestran diferencias entre los dos grupos en talla para edad, indice de masa corporal, ni en pruebas de rendimiento escolar. La ausencia de efectos positivos en las pruebas de rendimiento en el grupo de tratamiento puede relac...
National Center for Research on Evaluation, Standards, and Student Testing, 2006
To further the understanding of ELL (under) achievement and broaden the current scope of OTL mode... more To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and ELL achievement. The work reported here operationalized academic language within a systemic functional linguistics theory (also called “functional grammar”). This theory of language use provided teachers and students with a framework for analyzing language in a manner that both built on existing language knowledge (or schemas) and provided them with an accessible structure for examining more complicated language (and content) concept. Based on our literature review, previous findings, and new ELL-sensitive OTL model, we investigated the following research questions in this study: (a.) To what extent and in what ways are students being exposed...
In response to the growing achievement gap between English Learners (ELs) and nonELs, standards-b... more In response to the growing achievement gap between English Learners (ELs) and nonELs, standards-based instruction and assessment have been promulgated at the state and federal level. Yet, the consequences of standards-based assessment reforms for ELs have rarely been systematically studied. The work reported here represents the initial study of a 4-year research project with the purpose of investigating how the implementation of standards-based performance assessments and related instructional strategies influences the achievement of ELs. In this study, we were specifically interested in identifying the opportunity-to-learn (OTL) variables that positively impact student performance. We also investigated potential differences in the impact of OTL on performance between ELs and non-ELs. Our study suggested that there are several factors contributing to students’ performance on the Language Arts Performance Assignment (LAPA). At the student level, the analysis suggested that the greate...
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