When Pratham used simple “report cards” to provide information about learning outcomes to villages in India, the intervention largely failed. There was no improvement in attendance of children or teachers, no improvement in learning outcomes; and parents, teachers, and village education committees did not become more engaged with the schools (Banerjee et al., 2010). However, when Pratham-trained youth volunteers offered basic reading classes outside of regular school, reading skills of children who attended improved substantially after one year. Why did information provision fail to improve learning outcomes?
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