òòò½Íø Journal:
Economic Policy
ISSN 1945-7731 (Print) | ISSN 1945-774X (Online)
Does the "Boost for Mathematics" Boost Mathematics? A Large-Scale Evaluation of the "Lesson Study" Methodology on Student Performance
òòò½Íø Journal: Economic Policy
vol. 17,
no. 3, August 2025
(pp. 345–72)
Abstract
Students in East Asian countries dominate international assessments. One possible explanation for their success is the use of "Lesson study" to enhance teaching practices; a collaborative process where teachers plan, observe, and analyze a lesson together. We evaluate a national teacher development program in Sweden—"Boost for Mathematics"—containing core elements of Lesson study. Exploiting the gradual rollout of the program across compulsory schools, we find that it improves teaching practices and boosts students' mathematics performance. The positive effect on student performance persists also long after the intervention has ended. The program also passes a cost-benefit test.Citation
Grönqvist, Erik, Björn Öckert, and Olof Rosenqvist. 2025. "Does the "Boost for Mathematics" Boost Mathematics? A Large-Scale Evaluation of the "Lesson Study" Methodology on Student Performance." òòò½Íø Journal: Economic Policy 17 (3): 345–72. DOI: 10.1257/pol.20220009Additional Materials
JEL Classification
- I21 Analysis of Education
- I26 Returns to Education
- I28 Education: Government Policy
- J45 Public Sector Labor Markets