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Education in Emergencies, Evidence for Action (3EA): Testing targeted interventions in Niger, 2016-17
Last registered on April 07, 2017

Pre-Trial

Trial Information
General Information
Title
Education in Emergencies, Evidence for Action (3EA): Testing targeted interventions in Niger, 2016-17
RCT ID
AEARCTR-0002125
Initial registration date
April 07, 2017
Last updated
April 07, 2017 7:14 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
New York University, Global TIES for Children
Other Primary Investigator(s)
Additional Trial Information
Status
On going
Start date
2016-12-01
End date
2017-06-30
Secondary IDs
Abstract
The Diffa region of Niger--once known for trade of fish and agricultural products--now shelters one refugee for every four residents due to the devastation wreaked by Boko Haram in nearby Nigeria. Children and teachers in such crisis contexts suffer from absenteeism, high drop-out rates, and migration; this study investigates the impact of low-cost, targeted social-emotional interventions (mindfulness and Brain Games) for refugee, internally-displaced, and local Diffa region that may be better-suited to such contexts over longer-term, more intensive curricular approaches. In Fall 2016, we will randomize schools (K=30) within matched-pairs to the following conditions: (1) Remedial Support Basic (K = 15); and (2) Remedial Support "Plus" (K=15). The "Plus" condition will receive the targeted intervention of Mindfulness in Fall of 2016 and executive-functioning Brain Games in Spring 2017.
External Link(s)
Registration Citation
Citation
Aber, J. Lawrence. 2017. "Education in Emergencies, Evidence for Action (3EA): Testing targeted interventions in Niger, 2016-17." AEA RCT Registry. April 07. https://doi.org/10.1257/rct.2125-1.0.
Former Citation
Aber, J. Lawrence. 2017. "Education in Emergencies, Evidence for Action (3EA): Testing targeted interventions in Niger, 2016-17." AEA RCT Registry. April 07. http://www.socialscienceregistry.org/trials/2125/history/16055.
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Experimental Details
Interventions
Intervention(s)
Remedial Support Basic. Nigerien teachers will be trained in the IRC’s Learning in a Healing Classrooms (LIHC) approach to providing high-quality safe, supportive, predictable and cooperative learning environments. Facilitators complete pre-service face-to-face training, participate in monthly Teacher Learning Circles (TLCs), and receive regular mentoring visits from trained IRC field staff. Teachers will provide approximately 8 hours of remedial support to students per week.

Remedial Support Mindfulness: In fall of 2016, half of all teachers will receive additional training to incorporate targeted mindfulness strategies into their LIHC daily classroom routines. Selected facilitators will receive training, including: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including mindfulness support on a monthly basis. Teachers will be encouraged to use mindfulness practices to facilitate classroom transitions, with an expectation of spending 20-30 minutes per day on mindfulness activities.

Remedial Support Brain Games: In Spring of 2017, half of all facilitators will incorporate targeted Brain Games into their LIHC classroom routines. Selected facilitators will receive supplementary training and support to do so, including: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including Brain Games support on a monthly basis. Teachers will be encouraged to use Brain Games to facilitate classroom transitions, with an expectation of spending 20 minutes per day on Brain Games activities.
Intervention Start Date
2016-12-01
Intervention End Date
2017-06-30
Primary Outcomes
Primary Outcomes (end points)
Literacy skills, Math skills, and mental health
Primary Outcomes (explanation)
Literacy skills will be measured via the Early Grades Reading Assessment (EGRA). Math skills will be measured via the Early Grades Math Assessment (EGMA). Mental Health outcomes will be measured via the Strengths and Difficulties Questionnaire
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
This study utilizes a matched-pair design. Schools will be matched into pairs based on an algorithm of baseline characteristics (e.g., number of students per class, type of school structure) thought to be predictive of student outcomes. Randomization then takes place within pairs, such that one school is assigned to treatment (i.e., tutors in that school all receive LIHC Mindfulness/Brain Games training) and one to control status (i.e., tutors in that school all receive LIHC base package)

(1) Remedial Support Basic (Schools = 15);
(2) Remedial Support plus Low-Cost Targeted Intervention (Schools = 15).
Experimental Design Details
Randomization Method
Randomization will be completed in office via computer (STATA).
Randomization Unit
Schools within matched pairs.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
30 schools were randomized
Sample size: planned number of observations
1,800 students
Sample size (or number of clusters) by treatment arms
(1) Remedial Support Basic (15 schools, approximately 900 students);
(2) Remedial Support plus Low-Cost Targeted Intervention (15 schools, approximately 900 students).
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
With the matched pair school randomized design of 30 schools, 90 tutoring groups, and an average of 20 students per group, the MDES for the main effects of either Remedial Support Mindfulness or Brain Games is 0.19. School-level R-squared and intra-class correlation (ICC) estimates for these power calculations are based on estimates of 15 sub-Saharan African countries provided in Kelcey et al. (in prep). In this review, school-level ICCs ranged from 0.20 - 0.50; however, given the level of migration and integration in Diffa, we estimate clustering between schools to be in the lower range, around 0.20. In Kelcey et al., school-level R-squared estimates of socioeconomic status and school location ranged from 0.02 - 0.59. Given that we will have baseline school literacy and math scores (one of the strongest predictors of endline literacy and math scores), we anticipate a school-level R-squared between 0.50 and 0.70. Finally, effect sizes in evaluations of mindfulness and executive functioning programs in the US range from 0.25 - 0.80 (for executive functioning skills); and effect sizes in our evaluation of LIHC in the DRC ranged from 0.14 - 0.32 (for academic skills and perceptions of the school environment.).
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
International Rescue Committee Institutional Review Board
IRB Approval Date
2016-10-19
IRB Approval Number
EDU 1.00.001
IRB Name
New York University University Committee on Activities Involving Human Subjects (UCAIHS)
IRB Approval Date
2016-10-21
IRB Approval Number
IRB-FY2016-1174
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS