@matthewchjukes.bsky.social
International education, child development, evaluation and evidence Fellow @RTI_Intl. Previously Harvard Ed, RoomtoRead Pleased to tweet you.
Sad to be leaving @RTI_Intl after 9+ years. I've had a blast. Mainly because of the amazing group of smart, curious, productive, effective, warm, human and funny (in a good way) people I got to work with.
More reflections here: bit.ly/3I22BZa
More on next steps soon.
Tuesday 11 March 1-2pm GMT
The Engage Toolkit: Measuring adult-child interactions that promote learning
New toolkit measuring support children receive from teachers & caregivers
@matthewchjukes.bsky.social @rti.bsky.social with @pedalcam.bsky.social
Register: toolkitforlearning.eventbrite.co.uk
NEW PAPER: A World Bank study highlights the importance of engaging students in their learning and shows that the Engage observation tool is highly effective at predicting learning outcomes.
The study: bit.ly/4i58odd
My blog: bit.ly/4gqqchy
@WBG_Education
We had 792 people from 82 countries join us last week in the global webinar sharing the first major findings of Engage, a toolkit which measures support for engagement of children in their learning. Find out more here: bit.ly/3HZO2Cb
@LEGOfoundation @NYUGlobalTIES
Hope you can join us for this session tomorrow to hear exciting new findings on our tool which has now changed its name from PLAY to Engage.
20.01.2025 13:45 — 👍 0 🔁 0 💬 0 📌 0One week to go!
14.01.2025 15:12 — 👍 0 🔁 0 💬 0 📌 0
Two take-aways from our RCT follow-up on EGRS in South Africa: 1) Clear long-term (to Grade 7) effects of an early grade reading intervention. 2) Initial impacts in foundational skills (fluency) translate to longer-term impacts in higher-order skills (comprehension). #RTIFellow
bit.ly/4j6ygGR
This looks like an amazing job - Research Director at Prevail!
bit.ly/41HHy5T
Screen shot of title page from NBER website. When Given Discretion Teachers Did Not Shirk: Evidence from Remedial Education in Secondary Schools Sabrin A. Beg, Anne E. Fitzpatrick, Jason T. Kerwin, Adrienne Lucas & Khandker Wahedur Rahman Working Paper 33242 DOI 10.3386/w33242 Issue Date December 2024 Public-sector organizations face a tradeoff: allowing workers discretion at the point of service to adapt to local needs, versus rigid harmonization to ensure uniform service delivery. We examine this tradeoff in the context of secondary schools in Odisha, India, where the centrally set curriculum is nearly 4 grades above the learning levels of the mean student. We conduct a randomized intervention that assigned schools to either a rigid or a flexible version of a remedial learning intervention that displaced the curriculum. We compare learning outcomes and teaching quality to the status quo. Both interventions increased learning by 0.11SD, about 60 percent of a year of learning, with gains throughout the learning distribution. We find no crowd-out of grade-level mastery, and no change in the likelihood of earning passing Board Marks one year later. Discretion did not lower the quality of implementation or induce shirking. Allowing teachers flexibility to adjust classroom content to student needs was beneficial and had limited downsides.
New @nberpubs.bsky.social working paper: "When Given Discretion Teachers Did Not Shirk: Evidence from Remedial Education in Secondary Schools" with #SabrinBeg @annefitz13.bsky.social @jkerwin.bsky.social @kwrahman.com
Title summarizes it. We elaborate in the paper: www.nber.org/papers/w33242
@susannahhares.bsky.social @hiroyoshikawany.bsky.social
17.12.2024 15:42 — 👍 0 🔁 0 💬 0 📌 1
We have some exciting new findings and a phenomenal group of speakers for our PLAY webinar:
‘Introducing PLAY – Measuring Adult-Child Interactions that Boost Learning’
Tuesday 21 January 2025 at 2.00 – 3.30pm GMT | 9.00 – 10.30am EST
Register here: bit.ly/4flF5kG
Dean Karlan of USAID highlights when to do an impact evaluation versus when to simply monitor versus when to do A/B testing.
03.12.2024 17:00 — 👍 40 🔁 12 💬 2 📌 1
