Researchers conducted a randomized evaluation to test the effectiveness of providing individualized coaching to university students on their persistence in university courses. Students who were assigned to a coach were more likely to persist in university.

Researchers evaluated the effect of distributing “value-added” teacher evaluations to principals in New York City. Their findings suggest that principals found the reports useful and used them to inform their overall perceptions of teacher effectiveness.

Researchers ran an evaluation in Niger to determine if training adults to use mobile phones could improve their learning outcomes when added to a standard adult education program. The mobile phone program increased student writing and math test scores relative to the standard curriculum.

Working with the Rwandan Education Board, Educate!, and Akazi Kanoze Access, researchers are examining the impact of a program that trains teachers in Rwanda’s revised secondary school entrepreneurship curriculum on student academic, economic, and labor market outcomes.

Researchers are evaluating the impact of providing the option of labeled remittances to Filipino workers in the United Arab Emirates on the amount of remittances sent and what those remittances are used for by their recipients.

In Uganda, where most employees receive their wages in a single monthly payment, researchers are working to evaluate if an alternative, divided payment schedule reduces regretful spending.

Researchers and the Ministry of Education evalauted at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions. Results suggest that the programs were effective at changing educational plans and lowering dropout rates, while significant effects on child labor were mixed.