%0 Report
        %A Dang, Hai-Anh H
%A Glewwe, Paul
%A Lee, Jongwook
%A Vu, Khoa
        %T The Impact Evaluation of Vietnam's Escuela Nueva (New School) Program on Students' Cognitive and Non-cognitive Skills
        %D 2022
        %8 2022 Jan
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 15005
        %U https://www.iza.org/publications/dp15005
        %X This paper evaluates how Vietnam's Escuela Nueva (VNEN) program, an educational reform for primary schools supported by the World Bank, affected the cognitive (mathematics and Vietnamese) and non-cognitive (socioemotional) skills of students in that country. We use propensity score matching to estimate both short-term (1-3 years) and long-term (5-7 years) average treatment effects on the treated (ATT). We find that the impacts of VNEN on students' cognitive skills are relatively small in the short-term, and that they are larger for boys, ethnic minorities, and students in Northern Vietnam. 
The VNEN program modestly increased primary school students' non-cognitive skills in the short-term; these impacts on non-cognitive skills are sizable and significant for ethnic minority students, although there seems to be little gender difference. The long-term impacts are less precisely estimated, but they appear to fade away, showing little or no impact of the VNEN program on cognitive skills. There is little variation of long-term impacts by gender or geographical region, although the imprecision of the estimates for ethnic minority students does not allow us to rule out large long-term impacts on cognitive skills for those students. The program's impacts on non-cognitive skills also seem to have dissipated in the long-term.
        %K VNEN
%K Vietnam Escuela Nueva
%K education
%K cognitive skills
%K non-cognitive skills
%K impact evaluation
%K propensity score matching
%K IV