Moussa, W. and Lee, J. (2026). Moving cross-language transfer from hypothesis to causal evidence: The effects of mother-tongue (L1) reading skills on second-language (L2) reading development in Ghana. American Educational Research Journal. https://doi.org/10.3102/00028312261416515
Koester E, Moussa W, and Ibrahim M. I. (2025). Grain size in Hausa literacy: a comparison of two approaches. Reading and Writing, 1–23. https://doi.org/10.1007/s11145-025-10643-x
Lee J and Moussa W. (2025). Principled principals: A mixed-methods study on the role of principal leadership in implementing a primary reading intervention in Ghana. Educational Management Administration & Leadership, 17411432251341991. https://doi.org/10.1177/17411432251341991
Lee J and Moussa W. (2024). The role of home environments in children’s literacy skills in Ghana: Parents, siblings, and books. International Journal of Educational Development, 107, 103037. https://doi.org/10.1016/j.ijedudev.2024.103037
Moussa W, Louge N, Pauwelyn L, Contreras-Gomez R, Cao Y. (2024). Should teachers stick to the script? Examining the effects of scripted lessons on student literacy in Madagascar. International Journal of Educational Research, 124, 102290. https://doi.org/10.1016/j.ijer.2023.102290
Moussa W and Koester E. (2022). Effects of story read-aloud lessons on literacy development in the early grades: Experimental evidence from Nigeria. Reading Research Quarterly, 57(2), 587–607. https://doi.org/10.1002/rrq.427
Smiley A, Cao Y, Moussa W, Dooley B, and Sullivan J. (2020). Examining “best practices” for literacy coaching and monitoring: Evidence from Northern Nigeria and Ghana. Social Sciences & Humanities Open, 2(1), 1–8. https://doi.org/10.1016/j.ssaho.2020.100014
Moussa W, Salti N, Irani A, Al Mokdad R, Jamaluddine Z, Chaaban J, and Ghattas H. (2022). The impact of cash transfers on Syrian refugee children in Lebanon. World Development, 150, 105711. https://doi.org/10.1016/j.jdeveco.2021.102803
Salti N, Moussa W, Irani A, Jamaluddine Z, Al Mokdad R, Chaaban J, and Ghattas H. (2022). The impact of cash transfers on Syrian refugees in Lebanon: Evidence from a multidimensional regression discontinuity design. Journal of Development Economics, 155, 102803. https://doi.org/10.1016/j.worlddev.2021.105711
Moussa W, Smiley A, Ndamobissi R, and Menkiti A. (2021). The negative impact of violence on children’s education and well-being: Evidence from Northern Nigeria. International Journal of Educational Development, 81, 102327. https://doi.org/10.1016/j.ijedudev.2020.102327
Jamaluddine Z, Irani A, Moussa W, Al Mokdad R, Chaaban J, Salti N, and Ghattas H. (2020). The impact of dosage variability of multi-purpose cash assistance on food security in Syrian refugees in Lebanon. Current Developments in Nutrition, 4. https://doi.org/10.1093/cdn/nzaa053_051
Cunha N, Omoeva C, and Moussa W. (2021). Measuring equity of education resource allocation: An output-based approach. International Journal of Educational Development, 87, 102492. https://doi.org/10.1016/j.ijedudev.2021.102492
Moussa W and Omoeva C. (2020). The long-term effects of universal primary education: Evidence from Ethiopia, Malawi, and Uganda. Comparative Education Review, 64(2), 179–206. https://www.journals.uchicago.edu/doi/pdf/10.1086/708144
Moussa W. (2017). Closer to the finish line? Compulsory attendance, grade attainment and high school graduation. Education Finance and Policy, 12(1), 28–54. https://doi.org/10.1162/EDFP_a_00216
Cortes K, Moussa W, and Weinstein J. (2013). Educating bright students in urban schools. Economics of Education Review, 37, 286–297. https://doi.org/10.1016/j.econedurev.2013.07.002
Omoeva, C., Moussa, W., & Gale, C. The economic costs of educational inequality in developing countries. In: BenDavid-Hadar I. (eds) Education Finance, Equality, and Equity. Education, Equity, Economy, vol 5. https://link.springer.com/chapter/10.1007/978-3-319-90388-0_10
Omoeva, C., Moussa, W., & Hatch, R. Proposed operationalization of equity measurement. In Handbook on Measuring Equity in Education. Montreal, Canada: UNESCO Institute for Statistics, 2018. https://unesdoc.unesco.org/ark:/48223/pf0000367477