Through this project, IERPE aims to address the lagging quality of girls’ education by specifically targeting numeracy skills. Despite the importance of solid quantitative skills for future education paths and employment prospects, Beninese teachers are insufficiently trained in math and science subjects and overburdened with work. Temporary supplementary teachers who have been trained to give complementary math classes represent a straightforward solution to this problem. IERPE aims to evaluate the impact of these teachers on learning outcomes and aspirations using a randomized evaluation design. The study includes secondary schools in rural Benin and is conducted in partnership with the Ministry of Secondary Education and the Institute of Mathematics and Physical Science.

Sponsored by: Abdul Latif Jameel Poverty Action Lab (J-PAL)