Two recent papers by RESEP’s Martin Gustafsson look into, firstly, the historical trends between nations in children’s reading and mathematics performance and, secondly, their future projections. These are based on three international evaluations: PIRLS, PISA and LLECE.
February 4, 2020 PDF
The reduction of class size is frequently argued to be a relatively simple, cost-effective way to improve learner outcomes in a wide array of contexts. However, methodological concerns regarding the appropriate use of observational data and endogeneity have led to a lack of consensus on this relationship in the literature.
January 21, 2020 PDF
Socio-economic status and educational outcomes are strongly linked across countries and education systems. However, a growing body of research documents the existence of students from disadvantaged socio-economic backgrounds who manage to achieve exceptional academic results.
December 20, 2019 PDF
Over the period 2016 to 2018, RESEP were engaged in a study titled “Leadership for Literacy” funded by the ESRC/DFID. The project resulted in the collection of new data on reading in three African languages. In this research impact brief published by the REAL Centre, University of Cambridge, and The Impact Initiative, the impact of this work to establish tentative benchmarks in African languages is highlighted.
November 29, 2019 PDF
