Visiting Fellow
Education: Pre-and Post doctoral fellowships at Stanford University, 1968-1972; Ph.D. Stanford University 1972; B.A. Reed College 1964
Marlaine Lockheed is a Visiting Fellow at the CGD, having retired from the World Bank in 2004, where she directed major studies on primary education in developing countries, primary education in India, and education decentralization. Lockheed headed the World Bank Institute's Evaluation Group, having served as Education Sector Manager in the Middle East and North Africa, 1997-2000, and Director for Education, ad interim, for the World Bank, 2000-2001.
Prior to joining the World Bank, she was a principal research scientist at Educational Testing Service, where she directed research on gender equity in education and testing. She served as Vice-President of the American Educational Research Association, a member of the U.S. National Academy of Science's National Research Council's Board in International and Comparative Studies in Education, and Associate Editor of Educational Evaluation and Policy Analysis and was awarded AERA's Willystine Goodsell Award for Research on Women in 1985.
She has taught at Stanford, Princeton, University of Texas and currently at Harvard. At CDG she is working with Senior Fellow Maureen Lewis on a book on girls' education.
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Improving education has been a central goal of international development for decades, and the best indicators of improvement measure student performance. But can such measurements be used as incentives to stimulate more rapid improvement in education? There are no simple answers to this question since test-based measures pose a myriad of technical challenges. In this CGD Working Paper, visiting fellow Marlaine Lockheed reviews some of these challenges and the effects they could have on measuring the success of “progress-based aid” programs. She suggests four ways to successfully incorporate measures of learning outcomes into programs for progress-based aid.
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Remarkable increases in primary schooling over the past decade have brought gender equity to the education systems of many poor countries. But some 60 million girls are still not attending school. In this CGD brief, non-resident fellow Maureen Lewis and visiting fellow Marlaine Lockheed explain the key discovery of Inexcusable Absence, their recent book: three out of four girls not in school belong to ethnic, religious, linguistic, racial or other minorities. Based on this important finding, the authors present new practical solutions to achieve universal primary education for girls and boys. Learn more
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Girls' education is widely recognized as crucial to development. Yet there has been surprisingly little hardheaded analysis about what is keeping girls out of school, and how to overcome these barriers. In Inexcusable Absence, Maureen Lewis and Marlaine Lockheed present new research showing that nearly three-quarters of the 60 million girls still not in school belong to ethnic, religious, linguistic, racial or other minorities. The authors then examine examples of success in helping these doubly disadvantaged girls to attend school and offer concrete proposals for new policies and programs.
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Girls' education is widely recognized as crucial to development. Yet there has been surprisingly little hardheaded analysis about what is keeping girls out of school, and how to overcome these barriers. In Inexcusable Absence, Maureen Lewis and Marlaine Lockheed present new research showing that nearly three-quarters of the 60 million girls still not in school belong to ethnic, religious, linguistic, racial or other minorities. The authors then examine examples of success in helping these doubly disadvantaged girls to attend school and offer concrete proposals for new policies and programs.
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Improving education has been a central goal of international development for decades, and the best indicators of improvement measure student performance. But can such measurements be used as incentives to stimulate more rapid improvement in education? There are no simple answers to this question since test-based measures pose a myriad of technical challenges. In this CGD Working Paper, visiting fellow Marlaine Lockheed reviews some of these challenges and the effects they could have on measuring the success of “progress-based aid” programs. She suggests four ways to successfully incorporate measures of learning outcomes into programs for progress-based aid.
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Remarkable increases in primary schooling over the past decade have brought gender equity to the education systems of many poor countries. But some 60 million girls are still not attending school. In this CGD brief, non-resident fellow Maureen Lewis and visiting fellow Marlaine Lockheed explain the key discovery of Inexcusable Absence, their recent book: three out of four girls not in school belong to ethnic, religious, linguistic, racial or other minorities. Based on this important finding, the authors present new practical solutions to achieve universal primary education for girls and boys. Learn more
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Measuring Progress with Tests of Learning: Pros and Cons for "Cash on Delivery Aid" in Education - Working Paper 147
- Jun 16, 2008
Improving education has been a central goal of international development for decades, and the best indicators of improvement measure student performance. But can such measurements be used as incentives to stimulate more rapid improvement in education? There are no simple answers to this question since test-based measures pose a myriad of technical challenges. In this CGD Working Paper, visiting fellow Marlaine Lockheed reviews some of these challenges and the effects they could have on measuring the success of “progress-based aid” programs. She suggests four ways to successfully incorporate measures of learning outcomes into programs for progress-based aid.
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Inexcusable Absence: Why 60 Million Girls Still Aren't in School and What to do About It (Brief)
- Apr 16, 2007
Remarkable increases in primary schooling over the past decade have brought gender equity to the education systems of many poor countries. But some 60 million girls are still not attending school. In this CGD brief, non-resident fellow Maureen Lewis and visiting fellow Marlaine Lockheed explain the key discovery of Inexcusable Absence, their recent book: three out of four girls not in school belong to ethnic, religious, linguistic, racial or other minorities. Based on this important finding, the authors present new practical solutions to achieve universal primary education for girls and boys. Learn more
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Inexcusable Absence: Why 60 Million Girls Still Aren't In School and What to do About It
- Jan 4, 2007
Girls' education is widely recognized as crucial to development. Yet there has been surprisingly little hardheaded analysis about what is keeping girls out of school, and how to overcome these barriers. In Inexcusable Absence, Maureen Lewis and Marlaine Lockheed present new research showing that nearly three-quarters of the 60 million girls still not in school belong to ethnic, religious, linguistic, racial or other minorities. The authors then examine examples of success in helping these doubly disadvantaged girls to attend school and offer concrete proposals for new policies and programs.
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