Current work examines the causal mechanisms of literacy development and the efficiency of pedagogical interventions in resource-constrained settings. These inquiries isolate the specific pathways through which instructional inputs and school-level structures influence foundational learning outcomes.
Language Discordance and Bilingual Reading (Ghana): With Jeongmin Lee and Stephanie Zuilkowski. Evaluates how the alignment between home and school languages moderates the effectiveness of bilingual reading interventions.
Long-term Sustainability of Accelerated Education (Nigeria): With Meriam El Sassi, Pauline McMurry, Rafael Contreras-Gomez, Hawa Biu, Muhammad Bularafa, and Carina Omoeva. Investigates the persistence of learning gains from non-formal programs in Northeast Nigeria to determine if accelerated models provide a permanent solution in crisis settings.
Readiness-Based Differentiated Instruction (Ghana): With Jeongmin Lee. Measures the impact of the "Assess, Group, and Adjust" model on foundational literacy achievement.
Principal Leadership and Teacher Outcomes (Rwanda): With Jeongmin Lee. Isolates the link between management practices and teacher performance within constrained educational systems.
Female Teachers and Girls’ Education (Nigeria): With Anne Smiley and Jeongmin Lee. Analyzes the causal influence of female instructor presence on enrollment and achievement for female students.
Conflict and Educational Inequality (Cross-Country): With Carina Omoeva and Rachel Hatch. Maps the longitudinal effects of armed conflict on educational attainment and resource distribution.
Blended Learning for Teacher Support (Rwanda): With Jeongmin Lee. Estimates the causal effects of technology-enabled teacher professional development on early grade student literacy.
Language Models and Adulthood Achievement (Ghana): With Jeongmin Lee. Assesses the long-term impacts of transitional bilingual education versus English-only models on economic and social outcomes in adulthood.
Community-Led Remedial Education (Senegal): With Rafael Contreras-Gomez. Evaluates the effectiveness of localized remedial instruction programs on student learning.
Dimensions of Teacher Quality (Nigeria): Investigates which specific teacher attributes and behaviors most effectively drive student achievement gains.
SEL Integration in Core Instruction (Nigeria): With Elyssa Skeirik. Tests the academic and social-emotional impacts of embedding SEL protocols into reading and math lessons.
Pedagogical Quality and Class Size (Nigeria): With Rachel Hatch, Caitlin Kim, Elizabeth Adelman, and Emily Koester. This paper identifies the interaction between instructional quality and class size on foundational literacy. The analysis leverages exogenous variation in pedagogical quality (instrumented by a structured pedagogy intervention) to isolate how class size moderates the efficacy of instructional quality.