The cost-effectiveness that education programmes achieve can vary widely, even among those that have a proven impact on learning. When making policy decisions, it is important to first determine which programmes have been rigorously shown to have a positive impact, but this is not enough. TCAI evaluated four different interventions: community assistants providing remedial instruction to low-performing children during or after school, having community assistants alternately split classes with normal teachers to reduce class size, or having teachers split their classes by ability and provide targeted instruction for one hour each day. All four arms of the TCAI programme increased student learning by varying amounts, and they also incurred different costs, meaning that some arms achieved learning gains more cost-effectively than others.
Publication type: 
Brief
Date: 
March 26, 2014
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