Teacher Learning · 2026
Impacts of Targeted Instruction with Mobile-Based Support on Teachers and Students in Rural Côte d’Ivoire
American Educational Research Journal.
About the research
Abstract
We report results from a school-randomized trial examining a targeted instruction program (Teaching at the Right Level) in Côte d’Ivoire implemented by teachers (N = 167 schools, 303 teachers, and 3,808 students). The program modestly improved literacy and numeracy learning levels (d_w = .13, q = .013 and .27, q = .001) but had no statistically significant impacts on functional literacy and numeracy (d_w = .08, q < .096 for both). After two years, 63% and 21% of children scored at the two lowest levels of literacy and numeracy, respectively. Learning gains were concentrated among children at the bottom of the distribution. Quantitative and qualitative data highlighted the importance of distinguishing between fluency and decoding or computational skills, teacher program knowledge, and barriers to and enablers of quality implementation.
Citation
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@article{wolf2026impacts,
title = {Impacts of Targeted Instruction with Mobile-Based Support on Teachers and Students in Rural Côte d’Ivoire},
author = {Wolf, Sharon and Ogan, Amy and Jasińska, Kaja K. and Kembou, Samuel and Cannanure, Vikram Kamath and Whitehead, Hannah and Corbett, Julianna and Tanoh, Fabrice and Wortsman, Brooke and Lim, Joshua and Zhao, Hui and Kumar, Anahita},
journal = {American Educational Research Journal},
year = {2026},
doi = {10.3102/00028312261430679}
}