Can Basic Education be Standardized? Evidence from Kenya

Gray-Lobe, Guthrie and Keats, Anthony and Kremer, Michael and Mbiti, Isaac and Ozier, Owen W., Can Education be Standardized? Evidence from Kenya (June 5, 2022). University of Chicago, Becker Friedman Institute for Economics Working Paper No. 2022-68. https://bfi.uchicago.edu/working-paper/2022-68/

Abstract: We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not only delivers highly detailed lesson guides to teachers using tablet computers, it also standardizes systems for daily teacher monitoring and feedback, school construction, and financial management. At the time of the study, Bridge operated over 400 private schools serving more than 100,000 pupils. It hired teachers with less formal education and experience than public school teachers, paid them less, and had more working hours per week. Enrolling at Bridge for two years increased test scores by 0.89 additional equivalent years of schooling (EYS) for primary school pupils and by 1.48 EYS for pre-primary pupils. These effects are in the 99th percentile of effects found for at-scale programs studied in a recent survey. Enrolling at Bridge reduced both dispersion in test scores and grade repetition. Test score results do not seem to be driven by rote memorization or by income effects of the scholarship.