Amber Gove, PhD RTI International agove@rti.org www.rti.org RTI - - PowerPoint PPT Presentation

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Amber Gove, PhD RTI International agove@rti.org www.rti.org RTI - - PowerPoint PPT Presentation

RTI International What randomized controlled trials can (and cant) tell us: Evidence from Egypt and Liberia International Literacy Day Sept 7, 2012 Amber Gove, PhD RTI International agove@rti.org www.rti.org RTI International is a trade


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RTI International

RTI International is a trade name of Research Triangle Institute.

www.rti.org

What randomized controlled trials can (and can’t) tell us: Evidence from Egypt and Liberia International Literacy Day Sept 7, 2012 Amber Gove, PhD RTI International agove@rti.org

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RTI International

Program Overview: EGRP and EGRA Plus

Component Egypt/GILO EGRP Liberia/EGRA Plus

Language of Instruction

Arabic, attention to differences between spoken and classical English, reinforcement of teacher skills and student oral vocabulary

Instructional Design

Assessment informed initial design, key gap in phonics Assessment informed initial design, gaps in all skills

Texts and Materials

Teacher and student manuals and materials, existing texts Teacher and student manuals and materials, decodables for students to keep

Time on Task

25 mins per day (w/in 90 min block) 45 mins per day

Teachers

Initial 10 day training (4 EGRP), monthly coaching support Initial 5 day training, intensive monthly coaching support

Community Support

Parental education, community meetings and literacy strategies, materials for students to use at home Parental education and participation in home read aloud (20 mins day), Community meetings, reading competitions, radio shows

Assessment and Tracking

Impact evaluation; scale up will include teacher-administered classroom based assessment, home and school context data, classroom observations for fidelity of implementation Impact evaluation, teacher-administered classroom based assessments and reporting to parents, home and school context data. Classroom observations for fidelity of implementation

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RTI International

Results: G2 % Meeting Reading Benchmark

0% 5% 10% 15% 20% 25% 30% 35% 40% Final Baseline Final Baseline Treatment Control

Egypt

Females Males Total

0% 5% 10% 15% 20% 25% 30% 35% 40% Final Baseline Final Baseline Final Baseline Full Treatment Light Treatment Control

Liberia

Females Males Total

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RTI International

RCT or Not: Which aspect of reading improved most?

10 20 30 40 50 60

Control Treatment Control Treatment Control Treatment Control Treatment Control Treatment CLPM CLSPM CWPM CNONWPM ORF

Mean Score

2009 Baseline 2011 Final

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RTI International

RCT or Not: Which component was the most effective?

Ranking of Impact by Participants Component Ranking Lesson Plans 1 Coach Support 2 Teacher Training 3 Other Materials (books) 4 Reading Competitions 5 Student Report Cards 6 Radio Shows 7 School Report Cards 8

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RTI International

RCT or Not: Are there differences in coaching effects?

  • 40
  • 20

20 40 60 80

Kevin Isaac Victoria Timothy Erma Paul Tony Myron Elma Yasmine Wilson Carmen Michael Ryan Paula

Rcgain ORFgain

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RTI International

Takeaway 2: Instructional Design

10 20 30 40 50 60 Repeated Sounds Sounded

  • ut words

Students read aloud Retold a story Reading in class Reading at home Oral Reading Fluency Gains Sometimes Frequently Everyday

RCT or Not: Which schools adhered to the program?

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RTI International

RCT or Not: Will the Minister take it to scale?

Quality RCT

  • Clearly defined treatment
  • Representative sample
  • Counterfactual worth testing
  • Deep understanding of

treatment (and implementation variations)

  • Qualitative follow-up and

nuanced data

Policy dialogue and advocacy

  • Transparent
  • Public
  • Social
  • Politically salient
  • Shared process

Can, under the right conditions, provide a great deal information to inform decisions about scale up.

?