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Para teachers delivering supplementary lessons in rural primary schools: evidence on impact and generalizability from a cluster randomized controlled trial in the Gambia
Last registered on July 24, 2019

Pre-Trial

Trial Information
General Information
Title
Para teachers delivering supplementary lessons in rural primary schools: evidence on impact and generalizability from a cluster randomized controlled trial in the Gambia
RCT ID
AEARCTR-0004412
Initial registration date
July 20, 2019
Last updated
July 24, 2019 11:44 AM EDT
Location(s)
Primary Investigator
Affiliation
Teachers College, Columbia University
Other Primary Investigator(s)
Additional Trial Information
Status
Completed
Start date
2015-01-05
End date
2018-06-07
Secondary IDs
Abstract
We report a cluster randomized trial in The Gambia evaluating a literacy and numeracy intervention for primary-aged children in remote parts of poor countries. The intervention combines para teachers, frequent monitoring focusing on improving teacher practice, and scripted lesson plans to deliver after-school supplementary classes. A similar intervention demonstrated large learning gains in a cluster randomized trial in rural India. After three academic years, children receiving the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. This intervention holds great promise to address low learning levels in other poor, remote settings.
External Link(s)
Registration Citation
Citation
Eble, Alex. 2019. "Para teachers delivering supplementary lessons in rural primary schools: evidence on impact and generalizability from a cluster randomized controlled trial in the Gambia." AEA RCT Registry. July 24. https://doi.org/10.1257/rct.4412-1.0.
Former Citation
Eble, Alex. 2019. "Para teachers delivering supplementary lessons in rural primary schools: evidence on impact and generalizability from a cluster randomized controlled trial in the Gambia." AEA RCT Registry. July 24. https://www.socialscienceregistry.org/trials/4412/history/50552.
Experimental Details
Interventions
Intervention(s)
At the start of the study, we published our study protocol, including a brief analysis plan, in an open-access, peer-reviewed journal. It can be found here: https://trialsjournal.biomedcentral.com/articles/10.1186/s13063-015-1081-7
Intervention Start Date
2016-01-01
Intervention End Date
2018-05-09
Primary Outcomes
Primary Outcomes (end points)
The arithmetic mean of the child’s score on Early Grade Reading and Mathematics Assessment-style tests (also known as EGRA and EGMA tests)
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
A cluster-randomized controlled trial
Experimental Design Details
Randomization Method
Randomization done in office by a computer
Randomization Unit
Clusters of geographically proximate villages
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
111 clusters of villages (169 villages)
Sample size: planned number of observations
4,518
Sample size (or number of clusters) by treatment arms
2060 children in the intervention, 2458 in the control (56 intervention clusters, 55 control clusters)
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
London School of Hygiene and Tropical Medicine (LSHTM) Interventions Research Ethics Committee
IRB Approval Date
2014-11-24
IRB Approval Number
8767
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 and Papers
Preliminary Reports
Relevant Papers