Ideas to Action:

Independent research for global prosperity

Publications

 

Cover of Working Paper 518
October 3, 2019

Multilingual Assessment of Early Child Development: Analyses from Repeated Observations of Children in Kenya

In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country’s official language(s). Thus, assessments of children before school age, conducted in a nation’s official language, may not fully reflect a child’s development, underscoring the importance of test translation and adaptation.

Cover of Working Paper 517
September 27, 2019

Teacher Professional Development around the World: The Gap between Evidence and Practice

Many teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills. At the same time, few PD programs are evaluated, and those that are evaluated show highly varying results. In this paper, we propose a set of indicators to standardize reporting on teacher PD programs.

Anna Popova , David Evans , Mary E. Breeding and Violeta Arancibia
Working Paper 513 cover
July 18, 2019

What We Learn about Girls’ Education from Interventions that Do Not Focus on Girls

Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls’ latrines or girls’ scholarships. But if general, non-targeted interventions—those that benefit both girls and boys—significantly improve girls’ education, then focusing only on girl-targeted interventions may miss some of the best investments for improving educational opportunities for girls in absolute terms. 

Cover of Working Paper 502
February 7, 2019

Enhancing Young Children’s Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya - Working Paper 502

Worldwide, 250 million children under five (43 percent) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits for children’s development, but the programs are often expensive and resource intensive. The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children.