Effects of Flipped Classroom Instruction: Evidence from a Randomized Trial

Abstract In a flipped classroom, an increasingly popular pedagogical model, students view video lecture at home and work on exercises with the instructor during class time. Advocates of classroom claim practice not only improves student achievement but also ameliorates gap. We conduct randomized controlled trial West Point find produced short-term gains in math no effect economics. The model broadened gap: Effects are driven by white, male, higher-achieving students. long-term average effects learning widened gap persists. Our findings demonstrate feasibility for to induce learning; however, exacerbation gap, fade-out, null economics, suggest that educators should exercise caution when considering model.