Targeted instruction – that is, teaching students at the level of their learning, rather than at the level prescribed for their age – shows real promise to improve learning outcomes globally. Randomised trials of targeted instruction approaches show consistently positive impacts in India, Kenya, and Ghana. But the size of the impacts vary significantly. In this blog, Noam Angrist and Rachel Meager describe how they analysed this variation, and their finding that the difference in impact is explained by differences in implementation.
This blog is targeted at specialists.
