RCTs in Early Learning: What Works to Boost Foundational Skills?
Paper Session
Monday, Jan. 5, 2026 1:00 PM - 3:00 PM (EST)
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Chairs:
Todd Pugatch, University at Buffalo - Ajinkya Keskar, SUNY-Binghamton
Foundational Numeracy at Scale? Experimental Evidence from Malawi
Abstract
Despite an increasing focus on foundational literacy and numeracy (FLN) by the international community, numeracy has received much less attention than literacy. Numeracy programs which are successful at scale are particularly hard to find. We evaluate an at-scale foundational numeracy program in Malawi using a randomized controlled trial (RCT). The program shifts the focus of mathematics learning from rote memorization to meaningful problem-solving and application, with teachers receiving training and materials to support this change. Using a matched school pairs design, we randomly assigned half of a sample of 150 government primary schools to the program (treatment group). The control group continued to receive the traditional curriculum. Treatment schools receive the same program concurrently with 1,100 schools in an expanded pilot outside the RCT sample. This evaluation therefore represents a scaled curriculum reform. We find effects of 0.19 standard deviations (sd) of the program on numeracy. This effect is equivalent to more than one half year of “business as usual” numeracy learning among control schools in our sample, or nearly one fourth of a year based on a high-income country benchmark. Treatment effects are largest at the top of the ability distribution and among students less likely to be poor. We also find high fidelity of the intervention and improvement in an index of teaching practices, consistent with the program theory of change. The results suggest the potential for meaningful changes in foundational numeracy at large scale in a low income context. However, reaching the most disadvantaged students is more challenging.Using Technology to Deliver Preschool Services at Scale: Experimental Evidence from India
Abstract
We experimentally evaluate two iterations of a large-scale, technology-aided home stimulation program to enhance parent-child interactions and improve preschool quality for children aged 3 to 5. The base intervention, which provided structured learning activities via WhatsApp groups, successfully engaged parents but did not improve children’s math and language outcomes. However, an enhanced version with intensified engagement—featuring more frequent, personalized messaging, and structured preschool worker support— increased parental participation beyond the base intervention and improved children’s learning outcomes by 0.12σ. At a total implementation cost of $1.17 (97.11 rupees) per child per year, our findings demonstrate the efficacy of a highly cost-effective and scalable intervention for improving early childhood learning in low- and middle-income countries.Remedial Summer Camp: How Far Can a Short Course Go?
Abstract
Many students in low- and middle-income countries fall behind in the early grades due to gaps in foundational literacy and numeracy. While remedial programs offer a potential solution, they often require significant teacher time and encroach on students' and families' leisure during school holidays. This study evaluates a three-week (15-day) summer remedial education program implemented by the Ministry of Education in the Dominican Republic. The program targeted low-performing students in grades 3–5 and aimed to strengthen core academic skills. We find that participation led to improved Spanish scores, with particularly strong gains among students who started with higher baseline performance. However, attendance was uneven, with lower participation among students who lived farther from the program site. These results suggest that while short-format remedial education can be effective, its success depends on accessibility and convenience for participants. Future work will examine impacts on grade retention.Discussant(s)
Nishith Prakash
,
Northeastern University
Ajinkya Keskar
,
SUNY-Binghamton
Todd Pugatch
,
University at Buffalo
Guthrie Gray-Lobe
,
University Of Chicago
JEL Classifications
- I2 - Education and Research Institutions
- J0 - General