Ideas to Action:

Independent research for global prosperity

Publications

 

Cover of Policy Paper 175
May 27, 2020

Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations

COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response.

The Political Economy of Testing in Latin America and Sub-Saharan Africa
September 12, 2019

The Political Economy of Testing in Latin America and Sub-Saharan Africa

Most countries in sub-Saharan Africa have not implemented testing of children’s learning that can be benchmarked regionally or globally, in contrast to almost all countries in Latin America. Our analysis of the political economy of cross-national learning measurement in Latin America suggests that policymakers perceive the risks of exposing their education system’s performance by joining cross-national assessments, but they also value the quality of the data generated, the strengthening of domestic technical capacity, and the political benefits in using comparative results to argue for reforms or to advertise progress.

Cover of Working Paper 504
February 27, 2019

Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504

Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.