Bridging Educational Gaps: An RCT on Teacher Training to Fight Inequality in Learning Outcomes

Last registered on December 05, 2024
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Pre-Trial

Trial Information

General Information

Title
Bridging Educational Gaps: An RCT on Teacher Training to Fight Inequality in Learning Outcomes
RCT ID
AEARCTR-0014944
Initial registration date
December 02, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
December 05, 2024, 11:10 AM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Name
Giuseppe Pignataro
Affiliation
University of Bologna
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Other Primary Investigator(s)

PI Name
Virginia Fidenti
PI Affiliation
Department of Economics, University of Bologna
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Additional Trial Information

Status
In development
Start date
2024-11-15
End date
2026-03-31
Keywords
Education
Additional Keywords
Education Gender Teachers’ Training
JEL code(s)
C93 Field Experiments I24 Education and Inequality I25 Education and Economic Development F63 Economic Development H52 Government Expenditures and Education J13 Fertility; Family Planning; Child Care; Children; Youth L31 Nonprofit Institutions; NGOs; Social Entrepreneurship O15 Human Resources; Human Development; Income Distribution; Migration P36 Consumer Economics • Health • Education and Training • Welfare, Income, Wealth, and Poverty
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This randomized controlled trial (RCT) explores the transformative potential of a targeted teacher training program designed to enhance educational opportunities and learning outcomes for children in Tanzania. Implemented across 10 schools, the intervention equips teachers with advanced pedagogical tools and methodologies to address the unique needs of vulnerable students in core subjects such as English, Mathematics, and Kiswahili. By prioritizing teacher development, the program seeks to translate improved instructional practices into measurable academic benefits for students, particularly those at risk of falling behind.
The study aims to estimate the causal impact of teacher training on both educator performance and student outcomes. Teacher performance will be rigorously assessed through classroom observations, adherence to structured lesson plans, and levels of teacher-student engagement. For students, outcomes will be analyzed across two critical dimensions: (1) access to education, as reflected in changes in school attendance and retention rates (extensive margin), and (2) academic achievement, measured by exam scores and subject-specific proficiency (intensive margin).
Beyond short-term gains, the study adopts a mid-term perspective by tracking participants over one year to evaluate the sustained impact of the intervention. Key areas of focus include long-term academic success, improved retention rates, and enhanced prospects for transitioning to higher levels of education. By shedding light on the effectiveness of targeted teacher training, this research offers valuable insights for shaping policies aimed at narrowing educational disparities and fostering inclusive learning environments.
External Link(s)

Registration Citation

Citation
Fidenti, Virginia and Giuseppe Pignataro. 2024. "Bridging Educational Gaps: An RCT on Teacher Training to Fight Inequality in Learning Outcomes." AEA RCT Registry. December 05. https://doi.org/10.1257/rct.14944-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
This project seeks to enhance the professional skills and overall effectiveness of teachers in Dar es Salaam through a multifaceted and comprehensive training initiative. The program is designed to bolster teacher competencies in critical subjects such as Mathematics, English, and Kiswahili, ensuring alignment with national education standards while addressing broader pedagogical needs. Beyond improving subject proficiency, the training integrates a psycho-social support component aimed at empowering teachers to identify and support vulnerable students who may be experiencing socio-emotional skills. In addition to its academic focus, the program emphasizes the importance of fostering positive discipline strategies, which encourage trust-based interactions between teachers and students. These strategies are intended to cultivate a nurturing and inclusive classroom atmosphere, reducing punitive practices and enhancing teacher-student relationships. By addressing these multifaceted dimensions, the initiative aims to create an equitable and supportive educational environment that not only improves academic outcomes but also prioritizes student well-being. Through this targeted approach, the project contributes to broader efforts in reducing educational disparities by equipping educators with the tools and strategies necessary to meet the diverse needs of their students. Our initiative is particularly significant in resource-constrained settings, where such interventions have the potential to deliver lasting improvements in both teacher performance and student success, laying the foundation for a more inclusive and effective education system.
Intervention Start Date
2024-12-15
Intervention End Date
2026-03-31

Primary Outcomes

Primary Outcomes (end points)
The study will measure outcomes across two primary dimensions. First, teacher performance will be evaluated through adherence to lesson plans, and engagement and attendance metrics. Second, student outcomes will be assessed by analyzing academic performance (exam scores and subject-specific proficiency), attendance rates, and retention levels. The combination of these metrics will provide a comprehensive picture of how the intervention impacts both teaching quality and student learning experiences.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
This study evaluates a teacher training intervention designed to enhance educational outcomes in Dar es Salaam, Tanzania. Conducted across 10 schools, the program focuses on strengthening teacher competencies in core subjects such as Mathematics, English, and Kiswahili. The training also incorporates elements of psychosocial support and positive discipline strategies aimed at addressing the diverse needs of vulnerable students. Teachers from participating schools will be randomly assigned to training sessions, and the impact of these interventions will be assessed based on improvements in classroom teaching practices and student performance. By emphasizing teacher empowerment and targeted educational improvements, this study aims to create supportive learning environments and contribute to reducing inequalities in educational access and outcomes. Data collection and analysis will focus on measurable changes in teaching effectiveness and student academic performance.
Experimental Design Details
Not available
Randomization Method
The randomization process for this study was carefully designed to ensure fairness and validity across all participating schools. For each of the 10 schools, eligible teachers were identified among all teachers. Within each school, teachers were randomly assigned to either the treatment group, which would participate in the training program, or the control group, which would continue with standard teaching practices.
The randomization was conducted to maintain transparency and simplicity, particularly given the logistical constraints of the schools involved. Names of eligible teachers were placed in sealed envelopes, shuffled, and drawn at random in the presence of school representatives to ensure impartiality. This approach guaranteed that all eligible participants had an equal probability of being assigned to either the treatment or control group, minimizing selection bias and maintaining the integrity of the experimental design.
Additionally, the process was stratified by teacher roles and grade levels to ensure balanced representation across both groups within each school. By implementing this systematic and transparent randomization process, the study established a robust framework for evaluating the intervention's impact on teaching effectiveness and student outcomes.
Randomization Unit
The randomization unit for this study was implemented at the individual teacher level within each of the 10 participating schools. These schools were pre-selected based on their participation in the broader project, and all eligible teachers within each school formed the pool for randomization. Within each school, teachers were assigned to either the treatment group (receiving targeted training interventions) or the control group (continuing with standard teaching practices). This assignment was conducted randomly to ensure an unbiased distribution between the two groups. The randomization process considered key factors such as the grade level taught and the subjects of specialization, ensuring that the treatment and control groups were balanced in terms of their baseline characteristics. By focusing on individual-level randomization within each school, the study can in principle isolate the effects of the training intervention while maintaining comparability across the groups. This approach allows for a detailed analysis of how teacher training impacts both teacher performance and subsequent student outcomes. Furthermore, it provides a robust framework for evaluating the intervention's effectiveness within the unique context of each school, while controlling for school-specific influences on teaching and learning
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
The planned number of clusters for this study is 10 schools, with each school serving as an independent cluster. Within each school, individual classes will be considered sub-clusters to capture the relevant dynamics of teacher-student interactions and instructional practices. All teachers from participating schools are included as potential participants, allowing for a comprehensive evaluation of the impact of the training intervention. This dual-level clustering approach -- school-level clusters and class-level sub-clusters -- enables the study to assess variability across educational settings while maintaining granularity in the analysis. It ensures consistency in implementing the intervention while reflecting the diverse range of classroom environments. By adopting this structured design, the study captures heterogeneity in teaching practices and learning outcomes while preserving transparency and focus.
Sample size: planned number of observations
The planned number of observations for this study encompasses approximately 400 teachers (200 treated/200 controls) across 10 schools, with the total population of eligible participants potentially reaching a target up to 3,000 students. The exact distribution will depend on the allocation of teachers and students within each cluster (classrooms). Teachers are stratified into treatment and control groups based on randomization within the schools. Similarly, students are observed as secondary participants to assess changes in outcomes.
Sample size (or number of clusters) by treatment arms
Approximately 200 teachers will be assigned to the treatment group, where they will participate in targeted training sessions, while the remaining eligible teachers within the schools (final allocation to be determined) will constitute the control group. This approach ensures a balanced comparison across all clusters. For students, the intervention is expected to indirectly influence the children taught by trained teachers, with observed outcomes providing insights into the effectiveness of the improved teaching methodologies.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Based on the sample size of 10 schools and approximately 200 teachers in the treatment group, the minimum detectable effect size is calculated to account for clustering and the sample design. Assuming an intraclass correlation (ICC) of 0.05 for teacher-level outcomes and a standard deviation of 0.3 in performance scores, the study is powered at 80% with a 5% significance level to detect an effect size of approximately 0.15 standard deviations. This translates to a measurable improvement in teaching performance metrics and student academic outcomes when compared across treatment and control groups. For student-level outcomes indirectly influenced by the intervention, with approximately 4,000 students across 10 schools, the power analysis indicates an minimum detectable effect size of 0.20 standard deviations, reflecting the variability introduced by classroom and school-level factors. This calculation ensures that the study design can capture meaningful changes in key performance indicators such as attendance rates, retention, and academic performance scores.
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Comitato Bioetico Unibo
IRB Approval Date
2024-11-15
IRB Approval Number
N/A
Analysis Plan

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