7.2 Results by Grade Level

from Learning in Liberia June 2019

6.5.2 Likelihood of Moving Away from a Zero Score

Preliminary Results from Year One of a Three-Year Randomized Evaluation of Partnership Schools for Liberia. CGD Working Papers. Washington, DC: Center for Global Development, 2017. Retrieved from https://www.cgdev.org/sites/default/files/partnership-schools-for-liberia.pdf.

RTI International. Proposing Benchmarks for Early Grade Reading Skills in Liberia. USAID, 2014.

Retrieved from https://globalreadingnetwork.net/eddata/proposing-benchmarks-early-grade-readingskills-liberia.

Schochet, Peter Z. Guidelines for Multiple Testing in Impact Evaluations of Educational Interventions.

Mathematica Policy Research, Inc., 2008.

Singh, Abhijeet. “How standard is a standard deviation? A cautionary note on using SDs to compare across impact evaluations in education.” The World Bank, 2015. Retrieved from http://blogs.worldbank.org/impactevaluations/how-standard-standard-deviation-cautionary-noteusing-sds-compare-across-impact-evaluations.

Yopp, H. K. “Developing Phonemic Awareness in Young Children.” The Reading Teacher 45, no. 9 (1992): 696-703.

7.2 Results by Grade Level

Next Article

6.5.2 Likelihood of Moving Away from a Zero Score

Learning in Liberia: Literacy and Numeracy Gains in Year 1

More articles from this publication:

6.5.2 Likelihood of Moving Away from a Zero Score

6.3 Making Meaning of Effect Sizes

6.2.5 Summary of Pooled DiD Results

5.2.2 Incoming Literacy & Numeracy

5.1.2 Observed Characteristics

6.2.3 Simple DiD Results

6.2.2 Application of Concept

1. Introduction

3.3.2 Student Characteristics

This article is from:

Learning in Liberia June 2019