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WORKING PAPERS
August 27, 2020
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 stud...
Blog Post
July 23, 2020
At the end of June, DFC launched the first iteration of its Impact Quotient (IQ) development measurement tool, a new process that will rate a project’s likely results. DFC plans to use IQ at every stage of the investment process—from concept and selection, to implementation and monitoring—to assess ...
Blog Post
July 22, 2020
Most of us have been living with closed schools and some version of lockdown for four months now. For all the reimagining of education in the 21st century, nobody predicted that the greatest disruption of all would come from a virus. As education policymakers all over the world grapple with distance...
Blog Post
May 14, 2020
“Diaries from the Frontline” is a new blog series that will feature stories from education organizations about what the crisis means for them and the underprivileged communities in which they’re working, as well as the ways that they are helping children to stay engaged in learning or helping famili...
Blog Post
March 06, 2020
As the global education world increasingly doubles down on efforts to address the global learning crisis, it is not clear that there are sufficient efforts going into keeping girls safe at school. We think it’s important to keep sounding the alarm: it is outrageous and unacceptable that millions of ...
Blog Post
January 14, 2020
The capacity for donors to evaluate and learn from development activities is crucial for supporting evidence-based decision-making and ultimately, aid effectiveness. This blog post sets out a new approach to scoring agencies on their evaluation and learning and are keen to get feedback on the propos...
WORKING PAPERS
December 16, 2019
After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains. In this paper, we revisit the program two years later. Despite facing similar contracts and settings, some providers produced un...