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 - 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 - TY - RPRT TI - Under the Hood of an EdTech Study in Kenya: Implementation challenges, successes, and lessons learnt AU - Büchel, Konstantin AU - Crossley, Colin AU - Cullen, Claire AU - Letsomo, Thato AB - 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 CN - 0175 DA - 2023/// PY - 2023 LA - en M3 - Policy Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XRGSHEUJ KW - _r:AddedByZotZen ER - 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 - 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 -