Insight note
Improving implementation while scaling: Differentiated Learning in Ghana
Ama Anaman, Shwetlena Sabarwal, Surayya Masood, Noam Angrist and Marla Spivack
Abstract
This note shares early implementation science insights from scaling Differentiated Learning (DL) to 16,000+ schools. We identify several frictions to sustaining high implementation fidelity at scale. In Ghana, teachers reported strong adherence to DL, but classroom observations revealed gaps in the critical but high-effort practice of grouping students by ability. To address this gap, the team developed a low-cost coaching checklist and ran an A/B test on the new tool. We find real-time improvements during the school term, with the checklist increasing the frequency of student grouping within DL lessons by 15 percentage points. This cost-effective implementation tweak, identified and deployed via rapid measurement and iterative adaptation within government systems, offers a clear example of using implementation science to achieve higher fidelity and effective scaling.
References
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Angrist, N. & Meager, R. 2023. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education. Working Paper 2023/001. https://doi.org/10.35489/BSG-WhatWorksHubforGlobalEducation-WP_2023/001
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World Bank. 2019. Over 2 million children to benefit from improved quality education in Ghana. Press Release. 24 October. https://www.worldbank.org/en/news/press-release/2019/10/24/over-2-million- children-to-benefit-from-improved-quality-education-in-ghana
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