Empowering stakeholder use of data in implementing Teaching at the Right Level: Evidence for an evidence-based approach

• In Event: Roundtable Session 14
  In Refereed Roundtable Session: Empowering Educators for System Change: Preparation, Agency, Well-Being, and Evidence-Based Reform

Proposal

Around 70% of 10-year-olds in low- and middle-income countries are unable to read and comprehend a simple passage (World Bank, 2022). Teaching at the Right Level (TaRL) program is a cost-effective approach to tackle the global learning crisis and accelerate learning, generating learning gains equivalent to more than three years of quality schooling for every US$100 invested (GEEAP, 2023). Central to the effectiveness of TaRL is the strategic use of TaRL student assessment, mentoring feedback & implementation data. This data is used for setting learning goals, differentiating instruction, providing ongoing teacher support, and informing program adaptations.

While research indicates that positive student outcomes are more likely when data practices involve continuous professional development and diverse data sources (Grabarek & Kallemeyn, 2020), the data must also be efficient and actionable for stakeholders (Wayman et al., 2006). This paper explores how education stakeholders across multiple levels are empowered to use data in TaRL implementation. Drawing on case studies from Colombia, Cambodia, and Egypt, we analyze key barriers and enablers encountered by practitioners in leveraging data, and describe targeted strategies employed.

The paper uses a thematic analysis of archival documentation, extensive practitioner experience, and Key Informant Interviews to identify salient findings. We highlight that while gaps in local capacity and data fragmentation can be barriers, sustained systemic support and targeted inputs, including stakeholder capacity building and digital tools, can strengthen data use.

Our findings underscore that the ground realities of data use are central to maintaining the spirit and impact of TaRL. This study offers timely insights for educators and practitioners working in contexts where useful data is difficult to come by, and data collection processes are often inefficient or not directly applicable to classroom practices.

Authors

• Sabarish S, Pratham International

• Ambika Kaushik