Ideas to Action:

Independent research for global prosperity

Publications

 

June 20, 2017

“The Evidence” About “What Works” in Education: Graphs to Illustrate External Validity and Construct Validity

Currently, the bulk of the new empirical work on estimating the impact on learning of various education projects/ programmes/policies, while based on sound principles of estimating causal impacts, is far too inadequately theorised and specified to be of much immediate and direct use in formulating effective action to accelerate learning. The RISE research agenda is moving forward by: (a) embedding research into a prior diagnostic of the overall system, (b) evaluating on-going attempts at education reform at scale, (c) specifying the details of programme/project/policy design, and (d) acknowledging that policy relevant learning is itself part of the system.

March 2, 2009

We Don't Need No Education? Why the United States Should Take the Lead on Global Education

UK Prime Minister Gordon Brown and U.S. President Barack Obama are both committed to boosting funding for global education. CGD visiting fellow Desmond Bermingham, the former head of the Education for All–Fast Track Initiative, offers suggestions about making the most of additional U.S. assistance for the two leaders to consider when they meet this week in the White House.

August 3, 2005

Making it Pay to Stay in School

This CGD brief is based on the book From Social Assistance to Social Development: Targeted Education Subsidies in Developing Countries, by Samuel Morley and David Coady.

Based on the work of Samuel Morley and David Coady
March 3, 2005

No Child Left Behind-Anywhere

"No Child Left Behind" could move from a national program to a global mission if several current policies and initiatives converge: the Education for All Fast Track Initiative, the U.S. Millennium Challenge Account, and the renewed declarations of the Bush administration, supported by U.S. public opinion.