A summary of a randomized controlled trial of approximately 4,500 households in Botswana during the COVID-19 pandemic conducted to investigate the effectiveness of using low-tech learning interventions during school closures.

This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions—SMS messages and phone calls—with parents to support their child in Botswana.

This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during COVID-19 evaluated in a randomized trial.

This report offers lessons from scaling TaRL in Botswana, a case study which provides a rich example of how an innovation developed and refined in one context can be adapted to and strategically expanded in a new location by a local organization in partnership with the government.

This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on learning. We evaluate two low-technology interventions to substitute school in this period: SMS text messages and direct phone calls.

This study presents a survey of parent perspectives about children’s education. We present three main findings that have implications for education policymakers, administrators, educators, and civil society partners.

1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana, which has evolved to become our Choices program.