Lee J, Moussa W, and Zuilkowski S. (forthcoming). Language discordance and its moderating effects on early-grade bilingual reading intervention outcomes in Ghana. Journal for Research on Education Effectiveness. [doi][download]
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. [doi][download]
Koester E, Moussa W, and Ibrahim M. I. (2025). Grain size in Hausa literacy: a comparison of two approaches. Reading and Writing, 1–23.[doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
Moussa W, Contreras-Gomez R, McMurry P, Biu H, Bularafa M, Sassi M, and Omoeva C. (2026). Is non-formal accelerated education a long-term solution? Evidence from a randomized trial with displaced adolescents in Northeast Nigeria. International Journal of Educational Development, 123, 103584. [doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
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. [doi][download]
Moussa W. (2017). Closer to the finish line? Compulsory attendance, grade attainment and high school graduation. Education Finance and Policy, 12(1), 28–54. [doi][download]
Cortes K, Moussa W, and Weinstein J. (2013). Educating bright students in urban schools. Economics of Education Review, 37, 286–297. [doi][download]
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. [link][download]
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. [link][download]