Alex Eble|Chris Frost|Alpha Camara|Baboucarr Bouy|Momodou G. Bah|Maitri Sivaraman|Pei-Tseng Jenny Hsieh|Chitra Jayanty|Anthony R. Brady|Piotr Gawron|Stijn Vansteelandt|Peter Boone|Diana Elbourne
How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia
Columbia University|London School of Hygiene & Tropical Medicine|University of Oxford|Ghent University|London School of Hygiene & Tropical Medicine|Effective Intervention|London School of Hygiene & Tropical Medicine
despite large schooling learning gains many developing countries children highly deprived areas often unlikely achieve even basic literacy numeracy study much problem resolved using multipronged intervention combining three interventions known separately effective conducted clusterrandomized trial gambia evaluating literacy numeracy intervention designed primaryaged children remote parts poor countries intervention combines para teachers delivering afterschool supplementary classes scripted lesson plans frequent monitoring focusing improving teacher practice coaching similar intervention previously demonstrated large learning gains rural india three academic years gambian children allocated intervention scored 46 percentage points 32 sd better combined literacy numeracy test control children results demonstrate type area aggressive interventions yield far greater learning gains previously shown