We designed a coaching program that focused on one aspect of teacher quality—teacher-child interactions—that researchers in education and psychology have argued is critical for child development and learning.
We compare two approaches to using information about the signs of structural shocks at specific dates within a structural vector autoregression (SVAR): imposing ‘narrative restrictions’ (NR) on the shock signs in an otherwise set-identified SVAR; and casting the information about the shock signs as a discrete-valued ‘narrative proxy’ (NP) to point-identify the impulse responses.
