Ideas to action: independent research for global prosperity
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Blog Post
December 19, 2016
Is big money really necessary, or even sufficient, to improving learning outcomes for children in the developing world? CGD’s background research submitted to the Commission has convinced us that the key to faster progress is not incremental money; it is focused action in two critical areas. T...
Blog Post
December 15, 2016
The 18th "replenishment" of the World Bank's International Development Association (IDA) opened the door to a major source of non-donor financing in the years ahead, which will mean—to put it bluntly—that the World Bank can now literally afford to say no to the Un...
ESSAYS
December 12, 2016
Harmful cultural practices and norms—even the seemingly non-violent ones that consign girls to bear the brunt of household labor—have consequences for nutrition, health, educational achievement, sexual abuse, and child marriage. Accordingly, it is critical to develop a research agenda that places gi...
WORKING PAPERS
December 02, 2016
Internationally comparable test scores play a central role in both research and policy debates on education. However, the main international testing regimes, such as PISA, TIMSS, or PIRLS, include very few low-income countries. For instance, most countries in Southern and Eastern Africa have opted i...
Multimedia
November 29, 2016
Today we present a slightly unusual edition of the CGD Podcast. We are bringing you highlights of an excellent discussion held at CGD's offices in London which involved, among others, CGD’s Owen Barder. It was a special edition of the Radio 4 program The World Tonight, organized and b...
Blog Post
November 29, 2016
Today we present a slightly unusual edition of the CGD Podcast. We are bringing you highlights of an excellent discussion held at CGD's offices in London which involved, among others, CGD’s Owen Barder. It was a special edition of the Radio 4 program The World Tonight, organized and b...
Blog Post
November 03, 2016
Contrary to popular opinion, there is little reliable evidence showing strong links between student achievement and teachers’ formal qualifications. On the other hand, numerous studies document the relationship between teachers’ classroom performance and student learning outcomes. Gettin...