Midline Report for the Mixed-Methods Cluster-Randomized Controlled Trial of Impact Network's eSchool 360 Model in Rural Zambia. Making Research Relevant

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Autor/inn/en	de Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs
Institution	American Institutes for Research (AIR)
Titel	Midline Report for the Mixed-Methods Cluster-Randomized Controlled Trial of Impact Network's eSchool 360 Model in Rural Zambia. Making Research Relevant
Quelle	(2020), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Rural Schools; Educational Technology; Electronic Learning; Program Effectiveness; Reading Achievement; Mathematics Achievement; Vocabulary Development; Oral Language; Attendance; Enrollment; Educational Quality; Aspiration; Child Development; Hunger; Costs; Access to Education; Faculty Development; Teacher Education; Community Involvement; Teacher Attitudes; Student Attitudes; Parent Attitudes; Cost Effectiveness; Numeracy; Literacy; Low Income Groups; Grade 1; Zambia + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtsmedien; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Anwesenheit; Einschulung; Quality of education; Bildungsqualität; Streben; Kindesentwicklung; Cost; Kosten; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Elternverhalten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Sambia
Abstract	Zambia has a large, autonomous community schooling system that formed during the nation's transition from a socialist economy. The community schooling system has expanded during the past 20 years to increase education access in remote areas. Estimates suggest that the number of Zambian community schools has increased from 100 schools in 1996 to about 2,325 schools with 473,458 children in 2017 (Chimese, 2014; DeStefano, 2006; Ministry of General Education, Republic of Zambia [MoGE], 2016). However, many community schools in Zambia are staffed by untrained, underpaid teachers who teach a substandard curriculum and who lack management skills and school supplies. These schools need a cost-effective solution for delivering quality education in order to improve learning outcomes. The eSchool 360 model implemented by Impact Network (IN) represents a promising approach to improving educational outcomes by incorporating three potentially high-impact components that could create important synergies: a standardized e-learning curriculum and pedagogy, ongoing teacher training and professional development, and community ownership. The American Institutes for Research (AIR) has designed and is implementing a mixed-methods cluster-randomized controlled trial (cluster-RCT) to determine the effects of IN's eSchool 360 model. This report presents the midline results of the cluster-RCT used to determine the impact of IN's eSchool 360 model. It examines the impact of the program on the early grade reading assessment (EGRA), early grade mathematics assessment (EGMA), the Zambian Achievement Test (ZAT), and Oral Vocabulary assessments 14 months after the start of the program. In addition, it analyzes the impact of the program on intermediate outcomes, including school attendance and enrollment, perceptions of school and education quality, aspirations about child's education and marriage, child development, food security, and education expenditures. We present two main types of effects. The first, called the Intention-to-Treat (ITT) effect, considers the impact on all children in close proximity of the schools, regardless of whether they attended the school. The ITT identifies the impact of the opportunity to attend an IN school. The second, called the Treatment Effect on the Treated (TOT), estimates the effect for those children who attend an IN school when given that opportunity. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01