How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia
成果类型：
Article
署名作者：
Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; Elbourne, Diana
署名单位：
Columbia University Teachers College; Columbia University; University of London; London School of Hygiene & Tropical Medicine; University of Oxford; Ghent University
刊物名称：
JOURNAL OF DEVELOPMENT ECONOMICS
ISSN/ISSBN：
0304-3878
DOI：
10.1016/j.jdeveco.2020.102539
发表日期：
2021
关键词：
摘要：
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.