The Support to Rural India's Public Education System (STRIPES) Trial: A Cluster Randomised Controlled Trial of Supplementary Teaching, Learning Material and Material Support

Lakshminarayana, Rashmi; Eble, Alex; Bhakta, Preetha; Frost, Chris; Boone, Peter; Elbourne, Diana; Mann, Vera

doi:10.1371/journal.pone.0065775

Cited by 38 publications

(60 citation statements)

References 19 publications

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“…At the same time, however, it led to very large learning effects: In treated schools, mean test scores in both mathematics and language went up significantly. On average, composite test scores in this group increased by 0.75 standard deviations (Lakshminarayana et al, 2013).…”

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confidence: 79%

“…Once more, the provision of supplementary remedial teaching by community volunteers (Lakshminarayana et al, 2013) and the establishment of publicly funded private primary schools (Barrera-Osorio et al, 2013) are among the most promising interventions. The first intervention raises average overall test scores by 0.75 standard deviations and the second one increases them by 0.67 standard deviations.…”

Section: Figure 4 -Meta-analysis Of Interventions' Impacts On Composimentioning

confidence: 99%

“…Maybe most critically, some studies reported interventions' impacts on learning outcomes in a way that was not directly comparable to estimates from other studies. For instance, Lakshminarayana et al (2013) reported estimated impacts on test scores in terms of changes on a percentage scale. Whenever possible, every effort was made to transform estimated impacts into standardized effects.…”

Section: Appendix C: Details On Meta-analysismentioning

confidence: 99%

“…Among all 27 interventions included in the meta-analysis of impacts on native language test scores, the most effective ones are the establishment of publicly funded private primary schools (BarreraOsorio et al, 2013) which raises test scores by 0.64 standard deviations, the provision of supplementary remedial teaching by community volunteers combined with the distribution of learning material and additional material support for some girls which leads to an increase in test scores of about again 0.64 standard deviations (Lakshminarayana et al, 2013), and one particular implementation of the introduction of a new English education curriculum which boosts nativelanguage test scores by 0.70 standard deviations (He, Linden and MacLeod, 2009). The first and third of these interventions focus on schools; the second one is mainly a teacher-centric intervention.…”

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confidence: 99%

“…Interventions targeting households also increase math test scores in a statistically significant way, but the metaanalysis reveals that their impact is relatively small (0.05 standard deviations). Source: World Bank staff calculations based on studies listed in Table A. As is the case for the meta-analysis of interventions' impacts on native language test scores, the most promising interventions with regard to raising math test scores are the establishment of publicly funded private primary schools (Barrera-Osorio et al, 2013) and the provision of supplementary remedial teaching by community volunteers (Lakshminarayana et al, 2013). The establishment of private primary schools increases average test scores in mathematics by 0.66 standard deviations, and the provision of supplementary remedial teaching induces an average increase in math test scores of 0.73 standard deviations.…”

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confidence: 99%

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Improving Education Outcomes in South Asia: Findings from a Decade of Impact Evaluations

Asim¹,

Chase²,

Dar³

et al. 2015

Policy Research Working Papers

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There have been many initiatives to improve education outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region. To collect and synthesize the insights about what actually works to improve learning and other education outcomes, this paper conducts a systematic review and metaanalysis of 29 education-focused impact evaluations from South Asia, establishing a standard that includes randomized control trials and quasi-experimental designs. It finds that while there are impacts from interventions that seek to increase the demand for education in households and communities, those targeting teachers or schools and thus the supply-side of the education sector are generally much more adept at improving learning outcomes. In addition, interventions that provide different actors with resources and those that incentivize behavioral changes show moderate but statistically significant impacts on student learning. A mix of input-and incentive-oriented interventions tailored to the specific conditions on the ground appears most promising for fostering education outcomes in South Asia.

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confidence: 79%

Section: Figure 4 -Meta-analysis Of Interventions' Impacts On Composimentioning

confidence: 99%

Section: Appendix C: Details On Meta-analysismentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Improving Education Outcomes in South Asia: Findings from a Decade of Impact Evaluations

Asim¹,

Chase²,

Dar³

et al. 2015

Policy Research Working Papers

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Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low‐ and middle‐income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender‐related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender‐related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS‐Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi‐experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer‐reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender‐related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS‐I tool for quasi‐experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta‐analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender‐related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising inter...

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What education policies and programmes affect learning and time in school in developing countries? A review of evaluations from 1990 to 2014

Damon

Glewwe

Wisniewski³

et al. 2018

Review of Education

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In this paper we provide a rigorous review of evaluations of education programmes in developing countries. This review is organised to provide guidance to policy-makers by identifying education interventions that are effective, sometimes effective, and not effective and by presenting some information on the cost effectiveness of different types of interventions. We distinguish between interventions' impacts on two types of outcomes: time in schools and learning as measured by test scores. Regarding children's time in school, we find that there are two effective, but admittedly relatively expensive, ways to increase enrolment and attendance: (1) Providing cash transfers conditional on attendance; and (2) Building new schools in communities where schools either do not exist or are far away. We have identified four interventions that have been shown to be effective at increasing test scores: (1) Merit-based student scholarships; (2) Teaching at the right level;(3) Decreasing pupil-teacher ratios; and (4) Building new schools.

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The Support to Rural India's Public Education System (STRIPES) Trial: A Cluster Randomised Controlled Trial of Supplementary Teaching, Learning Material and Material Support

Cited by 38 publications

References 19 publications

Improving Education Outcomes in South Asia: Findings from a Decade of Impact Evaluations

Improving Education Outcomes in South Asia: Findings from a Decade of Impact Evaluations

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

What education policies and programmes affect learning and time in school in developing countries? A review of evaluations from 1990 to 2014

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