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This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies.

Abstract: The identification of the causal effects of educational policies is the top priority in recent education economics literature. As a result, a shift can be observed in the strategies of empirical studies. They have moved from the use of standard multivariate statistical methods, which identify correlations or associations between variables only, to more complex econometric strategies, which can help to identify causal relationships. However, exogenous variations in databases have to be identified in order to apply causal inference techniques. This is a far from straightforward task. For this reason, this paper provides an extensive and comprehensive overview of the literature using quasi‐experimental techniques applied to three well‐known international large‐scale comparative assessments, such as PISA, PIRLS or TIMSS, over the period 2004–2016. In particular, we review empirical studies employing instrumental variables, regression discontinuity designs, difference in differences and propensity score matching to the above databases. Additionally, we provide a detailed summary of estimation strategies, issues treated and profitability in terms of the quality of publications to encourage further potential evaluations. The paper concludes with some operational recommendations for prospective researchers in the field. [ABSTRACT FROM AUTHOR]

Artificial intelligence allows computer systems to make decisions similar to those of humans. However, the expert knowledge that artificial intelligence systems have is rarely used to teach non-expert humans in a specific knowledge domain. In this paper, we want to explore this possibility by proposing a tool which presents and explains recommendations for playing board games generated by a Monte Carlo Tree Search algorithm combined with Neural Networks. The aim of the aforementioned tool is to showcase the information in an easily interpretable way and to effectively transfer knowledge: in this case, which movements should be avoided, and which action is recommended. Our system displays the state of the game in the form of a tree, showing all the movements available from the current state and a set of their successors. To convince and try to teach people, the tool offers a series of queries and all information available about every possible movement. In addition, it produces a brief textual explanation for those which are recommended or not advisable. To evaluate the tool, we performed a series of user tests, observing and assessing how participants learn while using this system. [ABSTRACT FROM AUTHOR]