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Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger...
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Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two...
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Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional...
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Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical...
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Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or...
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We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom...