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WORKING PAPERS
December 14, 2023
This paper examines the effectiveness of Malawi's selective secondary schools in influencing student learning outcomes. Using data from Malawi’s National Examination Board, we employ value-added and regression discontinuity methods to gauge the impact of school types on high-stakes exam results. Fin...
Blog Post
November 24, 2021
Prolonged school closures during COVID-19 meant that over 7.7 million Malawian children were out of formal schooling for over seven months. There is little information about the impacts of school closures and the COVID-19 crisis on these individuals. What happened to student participation over the t...
Blog Post
July 26, 2021
In an accompanying blog we argue that girls’ education is unlikely to reduce future emissions, and that we should not think of girls in low-income countries as ‘assets’ to solve a climate crisis. But there is a link between education and climate change—it’s just the other way around. Here are f...
Blog Post
July 26, 2021
You might think girls' education and climate change are quite different issues. But, with money for and political attention on climate change growing, savvy education donors and advocacy organisations are increasingly making links between the two. The UK’s FCDO, for instance, claims girls in poor co...
Blog Post
May 12, 2021
Each year over two million secondary-school students across Nigeria, Ghana, Sierra Leone, Liberia and The Gambia sit coordinated tests known as the WASSCE. In a new CGD working paper, undertaken by researchers from CGD and IEPA-Ghana, we look at English and maths papers in West Africa’s leading high...
WORKING PAPERS
May 12, 2021
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an ...
Blog Post
February 11, 2020
Grade repetition is a familiar topic in Ministries of Education but is rarely discussed as a policy issue in global education. This is surprising in the context of global discussions about education financing, since the cost of many children repeating grades can be astoundingly high.