Active project

In collaboration with Morocco’s Ministry of Education, we evaluate a government-led reform of public lower-secondary schools across 200 schools, estimating its effects on learning, dropout, grade progression, and socioemotional skills.

We study Zambia’s government-run foundational skills program in public primary schools. A randomized trial estimates its effects on literacy and numeracy, on the transfer of targeted skills to adjacent domains, and on later exam performance. Alongside it, 78 in-depth interviews with education personnel combine thematic coding with unsupervised machine learning to explore what drives teachers to change their instructional practices.