81380
                   enGender Impact: The World Bank’s Gender Impact Evaluation Database



       Information for Accountability: Impact Evaluation of EGRA and teacher training

       Author(s)            RTI International
        Contact             No Authors

        Country             Liberia

   Organizing Theme         Education and Skills

         Status             Completed

 Intervention Category      Education Management

         Sector             Education

        Abstract            No Abstract

  Gender Connection         Gender Informed Analysis

   Gender Outcomes          Education performance

       IE Design            Clustered Randomized Control Trial (clustered at the school level)
                            The intervention consisted of a teacher professional development program that included
                            week-long capacity-building workshops that provided teachers an opportunity to learn
                            techniques for high-quality instruction in early grade reading. Light intervention received
      Intervention
                            the week-long training while full intervention also received onsite professional
                            development and supervision support. The intervention included activities designed to
                            promote community participation.
  Intervention Period       2008-2010; the training was a week long.
                            The sample consisted of 2688 children from 175 schools. There was a minimum of 10
   Sample population        students from grade 2 and 3 from each school. The schools were approximately evenly split
                            between control, full treatment and light treatment.
                            There are 3 treatment arms, a full treatment group, a light treatment group and a control
Comparison conditions
                            group.
    Unit of analysis        Child Level

   Evaluation Period        There was a baseline in November 2008, midline in June 2009 and endline in June 2010
                            There was a significant positive impact of full treatment on all areas of student
                            achievement- effect sizes generally ranged from .1-.2 standard deviations. Light treatment
                            had a significant impact on letter naming fluency, oral reading fluency, reading
        Results
                            comprehension and listening comprehension at the midterm and fluency at the final
                            assessment. There were no significant sex difference except for "familiar and unfamiliar
                            words".
                            The mechanisms at work in the program are not clear. The measured impact using repeated
Primary study limitations
                            cross section instead of panel data.

    Last updated: 14 August 2013                                                                        1
              enGender Impact: The World Bank’s Gender Impact Evaluation Database



Funding Source          Spanish Impact Evaluation Fund

 Reference(s)           No Citation
Link to Studies
                        No Link
  Microdata




Last updated: 14 August 2013                                               2