@article{angrist_learning_2023, title = {Learning {Curve}: {Progress} in the {Replication} {Crisis}}, volume = {113}, issn = {2574-0768, 2574-0776}, shorttitle = {Learning {Curve}}, url = {https://pubs.aeaweb.org/doi/10.1257/pandp.20231009}, doi = {10.1257/pandp.20231009}, abstract = {We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.}, language = {en}, urldate = {2023-10-09}, journal = {AEA Papers and Proceedings}, author = {Angrist, Noam and Cullen, Claire and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL}, pages = {482--488}, } @techreport{angrist_building_2023, address = {Cambridge, MA}, title = {Building {Resilient} {Education} {Systems}: {Evidence} from {Large}-{Scale} {Randomized} {Trials} in {Five} {Countries}}, shorttitle = {Building {Resilient} {Education} {Systems}}, url = {http://www.nber.org/papers/w31208.pdf}, language = {en}, number = {w31208}, urldate = {2023-10-09}, institution = {National Bureau of Economic Research}, author = {Angrist, Noam and Ainomugisha, Micheal and Bathena, Sai Pramod and Bergman, Peter and Crossley, Colin and Cullen, Claire and Letsomo, Thato and Matsheng, Moitshepi and Panti, Rene Marlon and Sabarwal, Shwetlena and Sullivan, Tim}, month = may, year = {2023}, doi = {10.3386/w31208}, note = {KerkoCite.ItemAlsoKnownAs: 10.3386/w31208 2405685:AFKK5JK7}, pages = {w31208}, } @techreport{buchel_under_2023, type = {Policy {Brief}}, title = {Under the {Hood} of an {EdTech} {Study} in {Kenya}: {Implementation} challenges, successes, and lessons learnt}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/XRGSHEUJ}, abstract = {In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Büchel, Konstantin and Crossley, Colin and Cullen, Claire and Letsomo, Thato}, year = {2023}, doi = {10.53832/edtechhub.0175}, note = {ZenodoArchiveID: 8370318 ZenodoArchiveConcept: 8370317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8370318 10.53832/edtechhub.0175 2405685:XRGSHEUJ}, keywords = {\_r:AddedByZotZen}, } @techreport{radhakrishnan_remote_2021, address = {Washington, DC}, type = {Brief}, title = {Remote {Learning}: {Evidence} from {Nepal} during {COVID}-19}, copyright = {http://creativecommons.org/licenses/by/3.0/igo}, shorttitle = {Remote {Learning}}, url = {https://openknowledge.worldbank.org/handle/10986/36031}, abstract = {This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale}, language = {English}, urldate = {2022-06-25}, institution = {World Bank}, author = {Radhakrishnan, Karthika and Sabarwal, Shwetlena and Sharma, Uttam and Cullen, Claire and Crossley, Colin and Letsomo, Thato and Angrist, Noam}, month = jul, year = {2021}, note = {Accepted: 2021-07-28T17:29:14Z KerkoCite.ItemAlsoKnownAs: 2339240:LFIQ9LIB 2405685:F89QL28Q}, keywords = {Coronavirus, Covid-19, Numeracy, Pandemic Impact, Remote Learning, School Closure}, } @article{angrist_practical_2020, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, volume = {5}, issn = {2059-7908}, url = {https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf}, doi = {10.1136/bmjgh-2020-003030}, abstract = {School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.}, language = {en}, number = {7}, journal = {BMJ Global Health}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6}, keywords = {\_\_\_working\_potential\_duplicate, health economics, health services research, public health, ⛔ No DOI found}, pages = {16}, } @techreport{angrist_practical_2020, address = {Washington D.C.}, title = {Practical {Lessons} for {Phone}-{Based} {Assessments} of {Learning}}, language = {en}, institution = {Center for Global Development}, author = {Angrist, Noam and Bergman, Peter and Evans, David K. and Hares, Susannah and Jukes, Matthew C. H. and Letsomo, Thato}, month = jul, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK}, pages = {16}, }