J. Lawrence Aber|Catalina Torrente|Leighann Starkey|Brian Johnston|Edward Seidman|Peter F. Halpin|Anjuli Shivshanker|Nina Weisenhorn|Jeannie Annan|Sharon Wolf
Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial
New York University|Mathematica Policy Research|City University of New York|The Graduate Center, CUNY|City University of New York|The Graduate Center, CUNY|New York University|New York University|International Rescue Committee|International Rescue Committee|International Rescue Committee|University of Pennsylvania
article examines effects one year exposure learning read healing classroom lrhc reading math skills second fourthgrade children lowincome conflictaffected democratic republic congo lrhc consists two primary components teacher resource materials infuse socialemotional learning principles reading curriculum collaborative schoolbased teacher learning circles exchange information solve problems using teacher resource materials test impact lrhc childrens reading math skills 40 school clusters containing 64 schools 4465 students randomized begin lrhc 20112012 serve waitlist controls hierarchical linear models students nested schools nested school clusters fitted results indicate marginally significant positive impacts childrens reading scores dwt 14 geometry scores dwt 14 additionsubtraction scores results treated caution given reported significance level p 10 intervention largest impacts math scores language minority children lowperforming schools research practice policy implications education lowincome conflictaffected countries discussed