Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely.Continue reading "A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya"
A significant share of education and development research uses data collected by workers called “enumerators.” It is well-documented that “enumerator effects”—or inconsistent practices between the individual people who administer measurement tools— can be a key source of error in survey data collection.Continue reading "Assessors influence results: Evidence on enumerator effects and educational impact evaluations"
Tailoring teaching to students’ learning levels can improve learning outcomes in low-income countries. Cross-age tutoring, where older students tutor younger students, is a potential alternative for providing personalized instruction to younger studentsContinue reading "Cross-Age Tutoring Experimental Evidence from Kenya"
The 2020 COVID-19 outbreak induced almost universal school closures around the world, placing heightened emphasis on methods for monitoring student learning at a distance. Even prior to these shutdowns, tracking academic outcomes has historically been challenging for out-of-school children, children living in remote areas or who are mobile, and those experiencing humanitarian or natural disasters.Continue reading "Can learning be measured by phone? Evidence from Kenya"
Access to quality secondary schooling can be life changing for students in developing contexts. In Kenya, entrance to such schools was historically determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a priority for families and educators.Continue reading "Can Camp Get You Into a Better Secondary School? A Field Experiment of Targeted Instruction in Kenya"
Context: Bridge Kenya Collaborators: University of Utrecht Date: 2021-2022 Status: Analysis in progress Click below […]Continue reading "Facilitating at-home practice using a common messaging platform: Can WhatsApp be used to strengthen at-home learning among early-childhood learners?"
Context: Bridge Kenya Collaborators: University of Chicago; University of Utrecht Date: 2021-2022 Status: Analysis in […]Continue reading "Spaced retrieval: Does distributed practice in lower-grade mathematics lead to better performance on summative assessments?"
Context: Bridge Kenya Collaborators: University of Utrecht Date: 2021-2022 Status: Analysis in progress Click below […]Continue reading "Practice makes perfect? An analysis of the effects of repeated readings on oral reading fluency"
Context: Bridge Kenya Collaborators: Noam Angrist (Young1ove; The World Bank); Peter Bergman (Columbia University) Date: […]Continue reading "Is phone-based teacher tutoring an effective and affordable low-tech pathway to improving foundational numeracy skills?"