TY  - JOUR
AB  - 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 several distinct interventions known to be effective in isolation. 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 a cluster-randomized trial in rural India. After three academic years, Gambian children receiving the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children.  This intervention holds great promise to address low learning levels in other poor, remote settings.
AU  - Eble, Alex
AU  - Frost, Chris
AU  - Camara, Alpha
AU  - Bouy, Baboucarr
AU  - Bah, Momodou
AU  - Sivaraman, Maitri
AU  - Hsieh, Jenny
AU  - Jayanty, Chitra
AU  - Brady, Tony
AU  - Gawron, Piotr
AU  - Boone, Peter
AU  - Elbourne, Diana
DA  - November 2019
DO  - 10.26300/3n1x-rh14
PY  - 2019
ST  - 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
T2  - EdWorkingPapers.com
TI  - 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
UR  - http://www.edworkingpapers.com/ai19-157
ER  -