| Field | Before | After |
|---|---|---|
| Field Trial Status | Before on_going | After completed |
| Field Last Published | Before March 11, 2016 11:54 AM | After July 02, 2018 09:51 AM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After July 30, 2013 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 199 CBCCs |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 2029 children |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 49, 50, 49, 51 in T1-T4, respectively |
| Field Public Data URL | Before | After https://drive.google.com/file/d/1J1ae3C3wEVBhuSpKVseqzvSPI9Qa2BI1/view |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After Yes |
| Field Program Files URL | Before | After https://drive.google.com/file/d/1J1ae3C3wEVBhuSpKVseqzvSPI9Qa2BI1/view |
| Field Data Collection Completion Date | Before | After March 31, 2015 |
| Field Is data available for public use? | Before | After Yes |
| Field Intervention End Date | Before October 01, 2012 | After July 31, 2013 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After We used a randomized, controlled study to evaluate a government program in Malawi, which aimed to support child development by improving quality in community-based, informal preschools through teacher training, financial incentives, and group-based parenting support. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in assessments of language and socio-emotional devel- opment than children in preschools receiving teacher training alone at the 18-month follow-up. There were significant improvements in classroom organization and teacher behavior at the preschools in the teacher-training only arm, but these did not translate into improved child outcomes at 18 months. We found no effects of any intervention on child assessments at the 36-month follow-up. Our findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support with preschools may be more (cost-) effective for improving child outcomes than programs focusing simply on improving classroom quality. |
| Field Paper Citation | Before | After Ozler et al. (2018). "Combining Pre-School Teacher Training with Parenting Education: A Cluster-Randomized Controlled Trial," Journal of Development Economics, Volume 133: 448-467. |
| Field Paper URL | Before | After https://www.sciencedirect.com/science/article/pii/S0304387818303808 |