Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga
This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports commun...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/749601545227173514/Intervening-at-Home-and-Then-at-School-A-Randomized-Evaluation-of-Two-Approaches-to-Improve-Early-Educational-Outcomes-in-Tonga http://hdl.handle.net/10986/31084 |
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okr-10986-310842021-06-08T14:42:45Z Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh SCHOOL READINESS EARLY CHILD EDUCATION CHILDCARE EDUCATION POLICY GENDER PRIMARY EDUCATION READING SKILLS HOME ENVIRONMENT READING ACHIEVEMENT LITERACY HUMAN CAPITAL RANDOMIZED CONTROL TRIAL COST EFFECTIVENESS This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports communities to set up and run playgroups that aim to improve caregiver-child interaction at home and ultimately improve children's readiness for school. Among children of mothers without high school education, being in a treatment community positively affects the school readiness literacy domains and overall score by 0.19 and 0.2 standard deviation, respectively, for girls and the literacy domains for boys by 0.17 standard deviation. The second intervention provides teachers with training, materials, and coaching to improve reading instruction practices and students’ reading ability. It increased average early grade reading scores by approximately 0.18 standard deviation per year of exposure. Two cohorts of children were potentially exposed to both interventions, providing an opportunity to compare, for the same population of children, the effects of an early childhood intervention with a school-based intervention using a common measure of learning achievement. The school readiness intervention is found to have positive effects on early grade reading scores only among children in the reading intervention’s control group; effect sizes of approximately 0.29 standard deviation were found at the end of second grade for children exposed to one year of the school readiness intervention and at the end of first grade for girls exposed to two years of the intervention. 2018-12-28T17:07:08Z 2018-12-28T17:07:08Z 2018-12 Working Paper http://documents.worldbank.org/curated/en/749601545227173514/Intervening-at-Home-and-Then-at-School-A-Randomized-Evaluation-of-Two-Approaches-to-Improve-Early-Educational-Outcomes-in-Tonga http://hdl.handle.net/10986/31084 English Policy Research Working Paper;No. 8682 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper East Asia and Pacific Tonga |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
SCHOOL READINESS EARLY CHILD EDUCATION CHILDCARE EDUCATION POLICY GENDER PRIMARY EDUCATION READING SKILLS HOME ENVIRONMENT READING ACHIEVEMENT LITERACY HUMAN CAPITAL RANDOMIZED CONTROL TRIAL COST EFFECTIVENESS |
| spellingShingle |
SCHOOL READINESS EARLY CHILD EDUCATION CHILDCARE EDUCATION POLICY GENDER PRIMARY EDUCATION READING SKILLS HOME ENVIRONMENT READING ACHIEVEMENT LITERACY HUMAN CAPITAL RANDOMIZED CONTROL TRIAL COST EFFECTIVENESS Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga |
| geographic_facet |
East Asia and Pacific Tonga |
| relation |
Policy Research Working Paper;No. 8682 |
| description |
This paper evaluates and compares two
randomized interventions in Tonga, one targeting the home
environment of children up to age 5 and one targeting the
school environment for first and second grade students. The
first intervention supports communities to set up and run
playgroups that aim to improve caregiver-child interaction
at home and ultimately improve children's readiness for
school. Among children of mothers without high school
education, being in a treatment community positively affects
the school readiness literacy domains and overall score by
0.19 and 0.2 standard deviation, respectively, for girls and
the literacy domains for boys by 0.17 standard deviation.
The second intervention provides teachers with training,
materials, and coaching to improve reading instruction
practices and students’ reading ability. It increased
average early grade reading scores by approximately 0.18
standard deviation per year of exposure. Two cohorts of
children were potentially exposed to both interventions,
providing an opportunity to compare, for the same population
of children, the effects of an early childhood intervention
with a school-based intervention using a common measure of
learning achievement. The school readiness intervention is
found to have positive effects on early grade reading scores
only among children in the reading intervention’s control
group; effect sizes of approximately 0.29 standard deviation
were found at the end of second grade for children exposed
to one year of the school readiness intervention and at the
end of first grade for girls exposed to two years of the intervention. |
| format |
Working Paper |
| author |
Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh |
| author_facet |
Macdonald, Kevin Brinkman, Sally Jarvie, Wendy Machuca-Sierra, Myrna McDonall, Kris Messaoud-Galusi, Souhila Tapueluelu, Siosiana Vu, Binh Thanh |
| author_sort |
Macdonald, Kevin |
| title |
Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga |
| title_short |
Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga |
| title_full |
Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga |
| title_fullStr |
Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga |
| title_full_unstemmed |
Intervening at Home and Then at School : A Randomized Evaluation of Two Approaches to Improve Early Educational Outcomes in Tonga |
| title_sort |
intervening at home and then at school : a randomized evaluation of two approaches to improve early educational outcomes in tonga |
| publisher |
World Bank, Washington, DC |
| publishDate |
2018 |
| url |
http://documents.worldbank.org/curated/en/749601545227173514/Intervening-at-Home-and-Then-at-School-A-Randomized-Evaluation-of-Two-Approaches-to-Improve-Early-Educational-Outcomes-in-Tonga http://hdl.handle.net/10986/31084 |
| _version_ |
1764473573976571904 |