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Main
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Note: This record shows only 22 elements of the WHO Trial Registration Data Set. To view changes that have been made to the source record, or for additional information about this trial, click on the URL below to go to the source record in the primary register. |
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Register:
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ISRCTN |
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Last refreshed on:
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17 October 2016 |
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Main ID: |
ISRCTN12500245 |
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Date of registration:
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01/05/2015 |
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Prospective Registration:
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No |
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Primary sponsor: |
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Public title:
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Support classes offered in rural education – the SCORE trial
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Scientific title:
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Support Classes Offered in Rural Education – The SCORE Trial: a randomized controlled trial of remedial after-school support classes in rural Gambia |
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Date of first enrolment:
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26/01/2015 |
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Target sample size:
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6000 |
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Recruitment status: |
Completed |
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URL:
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http://isrctn.com/ISRCTN12500245 |
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Study type:
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Interventional |
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Study design:
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This is a cluster-randomized control trial evaluating an education intervention randomized at the level of a geographically defined cluster of villages (Other)
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Phase:
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Countries of recruitment
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Gambia
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Contacts
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Name:
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Address:
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Telephone:
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Email:
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Affiliation:
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Name:
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Alex
Eble |
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Address:
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Brown University Department of Economics
64 Waterman Street
02912
Providence
United States of America |
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Telephone:
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Email:
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Affiliation:
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Key inclusion & exclusion criteria
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Inclusion criteria: A village will potentially be eligible if the following conditions are met:
1. The number of households in the village is between 15 and 300 according to the 2013 Gambian census
2. There are at least 15 children eligible for inclusion in the trial at the time of our enumeration
3. It falls inside an eligible cluster, determined by an enumeration and mapping exercise described below, designed to minimize the risk of bias from contamination
4. The Alkalo (village chief) consents to allow the village to participate in the trial
A child will be eligible if he or she is resident in a village within an eligible cluster, and fits the following criteria:
1. S/he did not attend first grade or higher in a lower basic school or madrasa in the 2014-2015 academic year
2. The child’s caretaker intends to enrol him/her in the first grade in the 2015-2016 academic year
3. S/he is born between September 1st 2007 and August 31st 2009
4. The caretaker consents to allow the child to participate in the trial
Exclusion criteria: Participants will be excluded only if they fail to give consent or meet the inclusion criteria
Age minimum:
Age maximum:
Gender:
Both
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Health Condition(s) or Problem(s) studied
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Low learning levels / literacy / numeracy
Not Applicable
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Intervention(s)
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The intervention in this study will adapt the STRIPES para-teacher intervention (Lakshminarayana et al., PLoS ONE, 2013) to the Gambian context, providing remedial after-school education classes focusing on numeracy and literacy, five to six days a week, in each intervention village, to attempt to replicate the results from STRIPES in a new context.
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Primary Outcome(s)
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Composite of scores earned on English language and mathematics assessments from a test which will be conducted after three years of implementing the programme, i.e. in spring 2018.
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Secondary Outcome(s)
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1. Performance on language and maths assessments, separately;
2. Performance on the National Assessment Test, administered annually to all students in the third grade in The Gambia
3. Subgroup-specific treatment effects to be investigated using interaction tests. Subgroups, defined at the individual level, to be considered are:
3.1.. Ethnic group (Mandinka, Fula, Wollof, and other)
3.2. Gender
3.3. . Geography (above or below the median distance from the main highway in each region);
3.4. Parents’ education level (in tertile groups)
4. School type (three types: public/government, private-religious, and private-non-religious);
5. Spillover effects of the intervention on the reading ability, as measured by a simple ASER-style literacy test of the child’s siblings immediately before and after the child in birth order and the child’s primary caretaker
6. Whether or not the school’s mothers’ club is active
7. Effects of the intervention on educational spending by families, attendance of teachers and children in regular school, and parent and child’s time spent on education-related activities (doing homework, helping child with homework, study) outside of school hours.
8. Children’s enrolment in school
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Source(s) of Monetary Support
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Effective Intervention - London School of Economics (UK)
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Results
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Results available:
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Date Posted:
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Date Completed:
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URL:
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