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.

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.

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 students

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.

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.