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Implementation Matters: Generalizing Treatment Effects in Education

Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomized trials across five contexts, and use the results to inform a new randomized trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalizability, with similar effect sizes across studies. Thus, reporting treatment-on-the-treated effects, a practice which remains limited, can enhance external validity. We also introduce a new Bayesian framework to formally incorporate implementation metrics into evidence aggregation. Results show targeted instruction delivers average learning gains of 0.42 SD when taken up and 0.85 SD when implemented with high fidelity. To investigate how implementation can be improved in future settings, we run a new randomized trial of a targeted instruction program in Botswana. Results demonstrate that implementation can be improved in the context of a scaling program with large causal effects on learning. While research on implementation has been limited to date, our findings and framework reveal its importance for impact evaluation and generalizability.

Education, Development, External Validity, Bayesian Analysis
Education level
Document Object Identifier (DOI)

EdWorkingPaper suggested citation:

Angrist, Noam, and Rachael Meager. (). Implementation Matters: Generalizing Treatment Effects in Education. (EdWorkingPaper: 23-802). Retrieved from Annenberg Institute at Brown University:

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