@techreport{ai26-1344,
  title = {{Learning to Work Towards Goals: A Sequential Evaluation of the Effect of Goal-Setting Course on Academic and Soft Skills}},
  author = {Anaya Dam and Guthrie Gray-Lobe and Michael Kremer and Joost de Laat and Karlijn Morsink},
  institution = {Annenberg Institute at Brown University},
  type = {EdWorkingPaper},
  number = {25-1344},
  year = {2025},
  month = {November},
  doi = {10.26300/51p5-g795},
  url = {https://edworkingpapers.com/ai26-1344},
  abstract = {This study sequentially evaluates a soft-skills course implemented in Ugandan and Kenyan primary schools that replaced academic review time with lessons on goal-setting and related skills as students prepared for high-stakes primary school-leaving exams. An exploratory evaluation in Uganda provided evidence of positive impacts on girls' test scores. A confirmatory evaluation in Kenya found that the course led to improvements in self-reported soft skills, especially among girls, although no gains in test scores. The study illustrates the utility of sequential evaluation, with exploratory analysis to identify promising hypotheses, followed by out-of-sample testing, as a tool to uncover heterogeneous effects.},
}