Impact Evaluations of English Learning Interventions in Colombia

As part of a multi-year collaboration with an implementing partner, this research agenda includes several experimental and quasi-experimental evaluations of English language training programs in Colombia. Using both randomized and quasi-experimental designs, the studies assess interventions targeting students and adult learners. Results show substantial gains in English proficiency in some contexts, while challenging assumptions in others (e.g., no differential effects from single-gender classrooms). Beyond academic publication, findings have been actively used by implementing agencies and local governments to refine program design.

Papers

“Impact Evaluation of an English as a Foreign Language Program in the Context of a Workforce Training Initiative in Colombia” with Sandra García, Andrés Ham, and Darío Maldonado — Revise & resubmit, Educational Evaluation and Policy Analysis

This study examines the effectiveness of an English language learning program for low-income working-age individuals in Bogotá, Colombia. We estimate the causal effects of the program through a matching estimator in the context of an unanticipated change in eligibility rules for potential participants. Being offered a spot in the program increased English scores by 0.18 standard deviations (SD) and by 0.25 SD for students who attended at least 20% of the classes. The program was effective regardless of student gender or socioeconomic status, with no significant differences by individual characteristics. However, students whose teachers had above-average lesson delivery quality had significantly higher language gains (0.35 SD). Our results contribute to the limited evidence on effective interventions that improve English proficiency among adults, particularly those from vulnerable contexts.

Policy working paper: Documento de Trabajo EGOB No. 127 (2025)

“Experimental Evaluation of an English Language Program” with Sandra García and Darío Maldonado — in preparation

This paper evaluates the impact of a six-month English language course offered to secondary public school students. We leverage the randomized assignment of the program to estimate the effects on English proficiency at the end of the program and up to one year later. We find that the program increased English proficiency by 0.2 SD for students assigned to the program, and by 0.55 SD for students who attended at least 50% of the classes. We find no heterogeneous effects by socioeconomic characteristics, grit, or growth mindset, suggesting that the program improves English proficiency for a broad set of students.

Policy working paper: Documento de Trabajo EGOB No. 124 (2025)