Noam Angrist
@noamangrist.bsky.social
Co-founder, Youth Impact
Academic Director, What Works Hub for Global Education
Blavatnik School of Government, University of Oxford
Academic Director, What Works Hub for Global Education
Blavatnik School of Government, University of Oxford
+ many more who are supporting this type of iterative learning across broader array of programs & sectors.
October 20, 2025 at 4:03 PM
+ many more who are supporting this type of iterative learning across broader array of programs & sectors.
Huge shout out to implementers, donors, research, & thought partners who have helped us work on this set of 12 tests: @youthimpactorg.bsky.social @wwhglobaled.bsky.social, Mulago, Agency Fund, FCDO, Marshall, UBS, @jacobsfoundation.bsky.social, @blavatnikschool.bsky.social, @oxfordcsae.bsky.social
October 20, 2025 at 4:03 PM
Huge shout out to implementers, donors, research, & thought partners who have helped us work on this set of 12 tests: @youthimpactorg.bsky.social @wwhglobaled.bsky.social, Mulago, Agency Fund, FCDO, Marshall, UBS, @jacobsfoundation.bsky.social, @blavatnikschool.bsky.social, @oxfordcsae.bsky.social
We measure practitioner teacher beliefs and show they update accurately towards identifying "what works," revealing the power of embedded learning to drive change on the front lines
October 20, 2025 at 4:03 PM
We measure practitioner teacher beliefs and show they update accurately towards identifying "what works," revealing the power of embedded learning to drive change on the front lines
Some of the effectiveness-enhancing tests generate large gains in learning at very minimal cost, such as engaging caregivers more, ranking in the upper percentiles of the cost-effectiveness literature.
October 20, 2025 at 4:03 PM
Some of the effectiveness-enhancing tests generate large gains in learning at very minimal cost, such as engaging caregivers more, ranking in the upper percentiles of the cost-effectiveness literature.
We include two types of tests:
➡️ Effectiveness-enhancing. Add to see if the program is more effective.
➡️ Cost-reducing. Reduce to see if the program = as effective.
We often test the former, but rarely the latter. We find cost-reducing tests yield consistent efficiency gains
➡️ Effectiveness-enhancing. Add to see if the program is more effective.
➡️ Cost-reducing. Reduce to see if the program = as effective.
We often test the former, but rarely the latter. We find cost-reducing tests yield consistent efficiency gains
October 20, 2025 at 4:03 PM
We include two types of tests:
➡️ Effectiveness-enhancing. Add to see if the program is more effective.
➡️ Cost-reducing. Reduce to see if the program = as effective.
We often test the former, but rarely the latter. We find cost-reducing tests yield consistent efficiency gains
➡️ Effectiveness-enhancing. Add to see if the program is more effective.
➡️ Cost-reducing. Reduce to see if the program = as effective.
We often test the former, but rarely the latter. We find cost-reducing tests yield consistent efficiency gains
➡️ Learning is iterative and cumulative. We show how randomized trials can be at once rigorous, while also rapid and regular. We put together over 12 A/B tests which we ran starting in 2020, once every school term, in Botswana.
October 20, 2025 at 4:03 PM
➡️ Learning is iterative and cumulative. We show how randomized trials can be at once rigorous, while also rapid and regular. We put together over 12 A/B tests which we ran starting in 2020, once every school term, in Botswana.