TY  - JOUR
AB  - Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community-level interventions focusing on similar needs and providing resources to build capacity in these communities could improve outcomes by improving the effectiveness of individual-level interventions. I find that the extended school day policy that targets lowest-performing schools in reading in Florida significantly improved the effectiveness of the third-grade retention policy in these schools. These complementarities were large enough to close the gap in retention effects between targeted and higher-performing schools.
AU  - Özek, Umut 
PY  - 2024
ST  - Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions
TI  - Does One Plus One Always Equal Two? Examining Complementarities in Educational Interventions
UR  - http://www.edworkingpapers.com/ai24-915
ER  -