TY - RPRT TI - Remote Learning: Evidence from Nepal during COVID-19 AU - Radhakrishnan, Karthika AU - Sabarwal, Shwetlena AU - Sharma, Uttam AU - Cullen, Claire AU - Crossley, Colin AU - Letsomo, Thato AU - Angrist, Noam AB - 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 CY - Washington, DC DA - 2021/07// PY - 2021 DP - openknowledge.worldbank.org LA - English M3 - Brief PB - World Bank ST - Remote Learning UR - https://openknowledge.worldbank.org/handle/10986/36031 Y2 - 2022/06/25/22:46:46 KW - Coronavirus KW - Covid-19 KW - Numeracy KW - Pandemic Impact KW - Remote Learning KW - School Closure ER - TY - RPRT TI - Global Dataset on Education Quality : A Review and Update (2000-2017) AU - Patrinos, Harry Anthony AU - Angrist, Noam CY - Washington, D.C. DA - 2018/// PY - 2018 LA - en M3 - Policy Research working paper PB - World Bank Group SN - WPS8592 ST - Global Dataset on Education Quality UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017 Y2 - 2021/07/26/14:12:11 ER - TY - RPRT TI - Learning-Adjusted Years of Schooling (LAYS): Defining A New Macro Measure of Education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena CY - Washington, DC DA - 2018/// PY - 2018 DP - Zotero SP - 61 LA - en M3 - Policy Research Working Paper;No. 8591 PB - World Bank UR - http://hdl.handle.net/10986/30464 KW - _B:important KW - ___working_potential_duplicate KW - _final_bib KW - _important KW - _s:DFID KW - ⛔ No DOI found KW - ❓ Multiple DOI ER - TY - JOUR TI - Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena T2 - Economics of Education Review AB - The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways. DA - 2020/02/19/ PY - 2020 DO - 10.1016/j.econedurev.2020.101971 DP - ScienceDirect SP - 101971 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Learning-adjusted years of schooling (LAYS) UR - http://www.sciencedirect.com/science/article/pii/S0272775719300263 Y2 - 2020/03/31/09:31:27 KW - Education KW - Human capital KW - Learning KW - Returns to education KW - Schooling KW - Test Scores KW - ___working_potential_duplicate ER - TY - RPRT TI - Planning for School Reopening and Recovery After COVID-19 AU - Carvalho, Shelby AU - Rossiter, Jack AU - Angrist, Noam AU - Hares, Susannah AU - Silverman, Rachel DA - 2020/// PY - 2020 DP - Zotero SP - 26 LA - en PB - Center for Global Development UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Planning for School Reopening and Recovery After COVID-19: An Evidence Kit for Policymakers AU - Carvalho, Shelby AU - Rossiter, Jack AU - Angrist, Noam AU - Hares, Susannah AU - Silverman, Rachel DA - 2020/// PY - 2020 PB - Center for Global Development UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf ER - TY - RPRT TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers AB - Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions. CY - Washington, DC DA - 2020/// PY - 2020 DP - Zotero SP - 48 LA - en M3 - Working Paper PB - The World Bank SN - 9450 ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KW - Cost-Benefit Analysis KW - Education Outcomes KW - Government Policy KW - Impact Evaluation KW - Learning Loss KW - Learning-Adjusted Years of Schooling KW - Public Expenditure KW - Years of Schooling KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - World Bank T3 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DO - 10.1596/1813-9450-9450 DP - DOI.org (Crossref) LA - en ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/04/07/17:33:22 ER - TY - BOOK TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DP - elibrary.worldbank.org (Atypon) SP - 48 PB - The World Bank ST - How to Improve Education Outcomes Most Efficiently? UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450 Y2 - 2023/09/21/17:23:22 KW - COST-BENEFIT ANALYSIS KW - EDUCATION OUTCOMES KW - GOVERNMENT POLICY KW - IMPACT EVALUATION KW - LEARNING LOSS KW - PUBLIC EXPENDITURE KW - SCHOOLING KW - YEARS OF SCHOOLING ER - TY - JOUR TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - World Bank T3 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DO - 10.1596/1813-9450-9450 DP - DOI.org (Crossref) LA - en ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/04/07/17:33:22 ER - TY - JOUR TI - Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery AU - Angrist, Noam AU - de Barros, Andreas AU - Bhula, Radhika AU - Chakera, Shiraz AU - Cummiskey, Chris AU - DeStefano, Joseph AU - Floretta, John AU - Kaffenberger, Michelle AU - Piper, Benjamin AU - Stern, Jonathan T2 - International Journal of Educational Development AB - We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.ijedudev.2021.102397 DP - ScienceDirect VL - 84 SP - 102397 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Building back better to avert a learning catastrophe UR - https://www.sciencedirect.com/science/article/pii/S073805932100050X Y2 - 2022/08/25/17:33:51 KW - COVID-19 KW - Education KW - Foundational skills KW - Learning loss KW - Recovery ER - TY - JOUR TI - Learning Curve: Progress in the Replication Crisis AU - Angrist, Noam AU - Cullen, Claire AU - Ainomugisha, Micheal AU - Bathena, Sai Pramod AU - Bergman, Peter AU - Crossley, Colin AU - Letsomo, Thato AU - Matsheng, Moitshepi AU - Panti, Rene Marlon AU - Sabarwal, Shwetlena AU - Sullivan, Tim T2 - AEA Papers and Proceedings AB - 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. DA - 2023/05/01/ PY - 2023 DO - 10.1257/pandp.20231009 DP - DOI.org (Crossref) VL - 113 SP - 482 EP - 488 J2 - AEA Papers and Proceedings LA - en SN - 2574-0768, 2574-0776 ST - Learning Curve UR - https://pubs.aeaweb.org/doi/10.1257/pandp.20231009 Y2 - 2023/10/09/10:40:32 ER - TY - JOUR TI - Experimental evidence on learning using low-tech when school is out AU - Angrist, Noam AU - Bergman, Peter AU - Matsheng, Moitshepi T2 - Nature Human Behaviour DA - 2022/06/13/ PY - 2022 DO - 10.1038/s41562-022-01381-z DP - DOI.org (Crossref) VL - 6 IS - 7 SP - 941 EP - 950 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-022-01381-z Y2 - 2023/10/09/10:36:48 ER - TY - RPRT TI - School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic AU - Angrist, Noam AU - Bergman, Peter AU - Matsheng, Moitshepi AB - Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted. DA - 2020/12// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 28205 ST - School’s Out UR - https://www.nber.org/papers/w28205 Y2 - 2022/01/11/19:05:05 KW - ___working_potential_duplicate ER - TY - JOUR TI - Practical Lessons for Phone-Based Assessments of Learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato T2 - BMJ Global Health AB - 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. DA - 2020/07// PY - 2020 DO - 10.1136/bmjgh-2020-003030 DP - Zotero VL - 5 IS - 7 SP - 16 J2 - BMJ Glob Health LA - en SN - 2059-7908 UR - https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf KW - ___working_potential_duplicate KW - health economics KW - health services research KW - public health KW - ⛔ No DOI found ER - TY - RPRT TI - Practical Lessons for Phone-Based Assessments of Learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato CY - Washington D.C. DA - 2020/07// PY - 2020 SP - 16 LA - en PB - Center for Global Development ER - TY - RPRT TI - Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2021/11/18/13:48:55 ER - TY - JOUR TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi T2 - SSRN Electronic Journal AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/// PY - 2020 DO - 10.2139/ssrn.3663098 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2020/08/12/15:36:02 KW - Education KW - Human Capital KW - Technology KW - _COVID_DEAA-List KW - __C:filed:1 KW - ___working_potential_duplicate ER - TY - ELEC TI - Limiting Learning Loss using Phone-based Programming during Covid-19 in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewstar, Caton AU - Matsheng, Moitshepi T2 - The Abdul Latif Jameel Poverty Action Lab (J-PAL) AB - Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not. DA - 2020/// PY - 2020 LA - en UR - https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana Y2 - 2022/06/25/21:49:32 ER - TY - RPRT TI - Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries AU - Angrist, Noam AU - Ainomugisha, Micheal AU - Bathena, Sai Pramod AU - Bergman, Peter AU - Crossley, Colin AU - Cullen, Claire AU - Letsomo, Thato AU - Matsheng, Moitshepi AU - Panti, Rene Marlon AU - Sabarwal, Shwetlena AU - Sullivan, Tim CY - Cambridge, MA DA - 2023/05// PY - 2023 DP - DOI.org (Crossref) SP - w31208 LA - en PB - National Bureau of Economic Research SN - w31208 ST - Building Resilient Education Systems UR - http://www.nber.org/papers/w31208.pdf Y2 - 2023/10/09/10:45:45 ER -