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Matthew Jukes @matthewchjukes.bsky.social · Jun 26

Sad to be leaving @RTI_Intl after 9+ years. I've had a blast. Mainly because of the amazing group of smart, curious, productive, effective, warm, human and funny (in a good way) people I got to work with.

More reflections here: bit.ly/3I22BZa

More on next steps soon.

This is my last week at RTI International after 9+ years. | Matthew Jukes

This is my last week at RTI International after 9+ years. It’s been a blast. I thought I’d devote a post to explaining why. Most importantly, the International Education Division at RTI was a fun pla...

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Reposted by Matthew Jukes

REAL Centre @realcentre.bsky.social · Mar 7

Tuesday 11 March 1-2pm GMT
The Engage Toolkit: Measuring adult-child interactions that promote learning
New toolkit measuring support children receive from teachers & caregivers
@matthewchjukes.bsky.social @rti.bsky.social with @pedalcam.bsky.social
Register: toolkitforlearning.eventbrite.co.uk

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Matthew Jukes @matthewchjukes.bsky.social · Feb 6

NEW PAPER: A World Bank study highlights the importance of engaging students in their learning and shows that the Engage observation tool is highly effective at predicting learning outcomes.
The study: bit.ly/4i58odd
My blog: bit.ly/4gqqchy
@WBG_Education

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Matthew Jukes @matthewchjukes.bsky.social · Jan 31

We had 792 people from 82 countries join us last week in the global webinar sharing the first major findings of Engage, a toolkit which measures support for engagement of children in their learning. Find out more here: bit.ly/3HZO2Cb
@LEGOfoundation @NYUGlobalTIES

The Engage Toolkit

The Engage toolkit builds a better understanding of the components of great teaching and effective parental learning support that truly foster children’s engagement and underpin learning through play

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Matthew Jukes @matthewchjukes.bsky.social · Jan 20

Hope you can join us for this session tomorrow to hear exciting new findings on our tool which has now changed its name from PLAY to Engage.

Matthew Jukes @matthewchjukes.bsky.social · Dec 17

We have some exciting new findings and a phenomenal group of speakers for our PLAY webinar:

‘Introducing PLAY – Measuring Adult-Child Interactions that Boost Learning’

Tuesday 21 January 2025 at 2.00 – 3.30pm GMT | 9.00 – 10.30am EST
Register here: bit.ly/4flF5kG

Matthew Jukes @matthewchjukes.bsky.social · Jan 14

One week to go!

Matthew Jukes @matthewchjukes.bsky.social · Dec 17

@susannahhares.bsky.social @hiroyoshikawany.bsky.social

Matthew Jukes @matthewchjukes.bsky.social · Jan 13

Two take-aways from our RCT follow-up on EGRS in South Africa: 1) Clear long-term (to Grade 7) effects of an early grade reading intervention. 2) Initial impacts in foundational skills (fluency) translate to longer-term impacts in higher-order skills (comprehension). #RTIFellow
bit.ly/4j6ygGR

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Matthew Jukes @matthewchjukes.bsky.social · Dec 22

This looks like an amazing job - Research Director at Prevail!

bit.ly/41HHy5T

Research Director - Job Description.docx

Research Director ABOUT PREVAIL FUND Prevail is a new nonprofit foundation dedicated to catalysing large-scale social change by helping givers and doers achieve more ambitious and impactful goals. ...

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Reposted by Matthew Jukes

Adrienne Lucas @profalucas.bsky.social · Dec 17

New @nberpubs.bsky.social working paper: "When Given Discretion Teachers Did Not Shirk: Evidence from Remedial Education in Secondary Schools" with #SabrinBeg @annefitz13.bsky.social @jkerwin.bsky.social @kwrahman.com

Title summarizes it. We elaborate in the paper: www.nber.org/papers/w33242

Screen shot of title page from NBER website.
When Given Discretion Teachers Did Not Shirk: Evidence from Remedial Education in Secondary Schools

Sabrin A. Beg, Anne E. Fitzpatrick, Jason T. Kerwin, Adrienne Lucas & Khandker Wahedur Rahman

Working Paper 33242
DOI 10.3386/w33242
Issue Date December 2024

Public-sector organizations face a tradeoff: allowing workers discretion at the point of service to adapt to local needs, versus rigid harmonization to ensure uniform service delivery. We examine this tradeoff in the context of secondary schools in Odisha, India, where the centrally set curriculum is nearly 4 grades above the learning levels of the mean student. We conduct a randomized intervention that assigned schools to either a rigid or a flexible version of a remedial learning intervention that displaced the curriculum. We compare learning outcomes and teaching quality to the status quo. Both interventions increased learning by 0.11SD, about 60 percent of a year of learning, with gains throughout the learning distribution. We find no crowd-out of grade-level mastery, and no change in the likelihood of earning passing Board Marks one year later. Discretion did not lower the quality of implementation or induce shirking. Allowing teachers flexibility to adjust classroom content to student needs was beneficial and had limited downsides.

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Matthew Jukes @matthewchjukes.bsky.social · Dec 17

@susannahhares.bsky.social @hiroyoshikawany.bsky.social

Matthew Jukes @matthewchjukes.bsky.social · Dec 17

We have some exciting new findings and a phenomenal group of speakers for our PLAY webinar:

‘Introducing PLAY – Measuring Adult-Child Interactions that Boost Learning’

Tuesday 21 January 2025 at 2.00 – 3.30pm GMT | 9.00 – 10.30am EST
Register here: bit.ly/4flF5kG

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Reposted by Matthew Jukes

David Evans @daveevansphd.bsky.social · Dec 3

Dean Karlan of USAID highlights when to do an impact evaluation versus when to simply monitor versus when to do A/B testing.

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