With rigorous economic research and practical policy solutions, we focus on the issues and institutions that are critical to global development. Explore our core themes and topics to learn more about our work.
In timely and incisive analysis, our experts parse the latest development news and devise practical solutions to new and emerging challenges. Our events convene the top thinkers and doers in global development.
CGD’s work in education focuses on the role education can play in building more equal and prosperous societies.
CGD’s education program focuses on broad welfare goals and seeks to understand the role education can play in addressing inequity. Despite the tremendous progress that has been made in getting girls and boys into school, education has not yet fulfilled its promise of being the great societal equalizer. Gender inequality remains acute and deeply rooted in the economic, political and social spheres in developing countries. Intergenerational mobility is declining, not increasing. Poor children get educated in bad schools where they do not acquire basic numeracy and literacy skills while rich children attend good schools.
Our research examines the mechanisms through which education can give children equal life opportunities and build the human capital that nations need to prosper.
Students around the world lack foundational literacy and numeracy skills at striking rates. This essay examines the potential channels by which FLN investments and skills—which most systems teach in the early grades of primary school—may impact later schooling and subsequent life outcomes and the existing evidence for each channel. We find suggestive evidence for widening trajectories in school between students who master FLN skills in early grades and those who do not, although other factors may also explain the widening gaps.
In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills.
We investigate heterogeneity across beneficiaries and implementers—in a randomized trial of contract teachers in Kenyan schools. The data show a stark contrast in success
between the government and NGO arm that can be traced back to implementation constraints and political economy forces put in motion as the program went to scale.
Teachers in poor countries earn far more, in relative terms, than teachers in the OECD—and several recent studies suggest their pay isn’t linked to skills or performance. But we also have growing evidence that high-quality teachers generate huge economic returns. The question is how to ensure high pay attracts high quality.