Support to Reaching All Children with Education Program Impact Evaluation 2020-2022
Lebanon, 2020 - 2022
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LBN_2020-2022_SRACEP-IE_v01_M
Support to Reaching All Children with Education Program Impact Evaluation 2020-2022
SRACEP-IE 2020-2022
| Name | Country code |
|---|---|
| Lebanon | LBN |
1-2-3 Survey, phase 3 [hh/123-3]
This evaluation consists of two rounds of data collection: a baseline survey that took place in 2020 and an endline survey in 2022. Both surveys are documented here.
The evaluation study used a randomized controlled trial approach, with coaches randomly assigned to either a treatment group that received training on the new coaching model or a control group that continued with business-as-usual practices. The study aimed to observe changes in teacher behavior in the classroom as they were trained on the new teaching modules. Coaches in English, French, and Biology were randomly selected for the intervention and assigned fewer teachers than usual, visiting each teacher at least four times. Baseline data from treatment and control groups (teachers, coaches, principals, and students) was collected in early 2020, while endline data was collected in spring 2022 after significant delays caused due to COVID-19.
Sample survey data [ssd]
Individual-level (coaches, principals, teachers)
Version
Version 2.1: Clean, anonymized datasets for public distribution.
2024-05-31
Removed all the variables with personally identifiable information to fully anonymize the data.
Scope
The surveys administered during data collection aimed to gather both general data and demographic information from the respondents. This included details such as age, gender, and years of experience. Coaches were specifically asked about their prior training, experience as a coach, interactions with teachers, professional development needs, and interactions with other coaches. Similarly, teachers and principals were asked questions about their general information, experience working with principals, perceptions of teacher effectiveness, and the perceived usefulness of coaching visits and feedback. These surveys helped fully understand the participants' backgrounds and perspectives on the coaching intervention.
Data was collected from various stakeholders such as teachers, teacher coaches, and school principals.
Coverage
National coverage
Producers and sponsors
| Name | Affiliation |
|---|---|
| Kaliope Azzi-Huck | The World Bank |
| Alonso Sanchez | The World Bank |
| Mohammed Yassine | Global Partnership for Education |
| Name | Role |
|---|---|
| Marwan Alawieh | Team member |
| Nadine El Franji | Co-author of report |
| Wael Moussa | Co-author of report |
| Cynthia Yammine | Team member |
| Aarya Shinde | Co-author of report |
| InfoPro Research Sal | Data collection |
| Wendkuni Ouadraogo | Technical and editorial inputs |
| Emma Etori | Technical and editorial inputs |
| Dr. Hilda Khouri | Technical and editorial inputs |
| MEHE Core Project Team | Technical and editorial inputs |
| Name | Abbreviation |
|---|---|
| REACH Trust Fund | |
| Strategic Impact Evaluation Fund | SIEF |
| Forced Displacement Trust Fund |
| Name |
|---|
| Ministry of Education and Higher Education (MEHE) Directorate of Guidance and Counseling (DOPS) |
| World Bank Middle East and North Africa Education Team |
| New York University’s Global TIES for Children Institute |
Sampling
The evaluation employed a longitudinal sampling strategy, tracking the same coaches from baseline to endline. In January 2020, 111 coaches were selected and assigned to two schools and two teachers per school for data collection. Among them, 56 coaches were randomly selected to receive training in the new coaching model and implement it with their assigned schools and teachers. This group was considered the treatment group. The remaining 55 coaches formed the control group, representing the typical practices in the education system. The baseline sample consisted of 129 control group schools (258 teachers) and 92 treatment group schools (189 teachers). For the endline data collection in May 2022, 107 of the original 111 coaches were surveyed again, resulting in a low attrition rate of under 4%.
For more detailed sampling information, see the "Lebanon - Coaching teachers on a new student-centered teaching approach: Results of an impact evaluation" report, available to download.
Due to the pandemic and economic crisis in Lebanon, there was a relatively high attrition rate at the teacher level. Although approximately 90% of the treatment and control schools remained in the study, it was observed that only about 65% of the original teacher sample remained in the study between baseline and endline. This may be due to teachers who moved schools, exited the profession, or emigrated due to economic challenges. To maintain the sample size, the study team replaced the attrite teachers with their actual replacements at the schools. Despite the attrition, the random assignment of coaches to treatment and control groups ensured sample balance and equivalence at the school and teacher levels.
Survey instrument
The impact evaluation utilized several measurement instruments to assess the effects of the coaching intervention. These instruments were administered to different cohorts involved in the study, including coaches, teachers, principals, and students. Additionally, a classroom observation tool called the Protocol for Language Arts Teaching Observation (PLATO) benchmark tool was developed to measure the extent to which teachers implemented the new coaching model they had received. The data collected from coaches, teachers, and the classroom observation tool were analyzed to evaluate the impact of the intervention on teacher behavior and outcomes.
The survey instruments aimed to gather both general data and demographic information from the respondents. This included details such as age, gender, and years of experience. Coaches were specifically asked about their prior training, experience as a coach, interactions with teachers, professional development needs, and interactions with other coaches. Similarly, teachers and principals were asked questions about their general information, experience working with principals, perceptions of teacher effectiveness, and the perceived usefulness of coaching visits and feedback. These surveys helped fully understand the participants' backgrounds and perspectives on the coaching intervention.
Baseline Survey Instruments:
- Teachers Baseline Survey Questionnaire - English and Arabic
- Baseline Principals - NF-Principal Survey_Final Version_ArEng-Mar12
- Baseline DOPS - Baseline_DigitalTool_PLATO-DOPS - English and Arabic
- Baseline Students (no endline) - English and Arabic
Endline Survey Instruments:
- Endline Principals Survey - English and Arabic (the document is titled as Baseline but it is the endline version)
- Endline Teachers Survey - English and Arabic (the document is titled as Baseline but it is the endline version)
- Endline Coach Survey - English and Arabic (the document is titled as Baseline but it is the endline version)
- PLATO-DOPS Digital Tool___2-Jan.2020
All the questionnaires, except for "Baseline Students (no endline) - English and Arabic," are available to download.
Data collection
| Start | End | Cycle |
|---|---|---|
| 2020-01-01 | 2020-02-01 | Baseline |
| 2022-05-01 | 2022-06-01 | Endline |
- Other [other]
| Name |
|---|
| InfoPro Research Sal, Lebanon |
The evaluation collected data at multiple times to gather information about the participants and their experiences. Baseline data was collected in January-February 2020, while interim data was collected from coaches throughout the implementation phase. The final round of data collection, known as endline data, took place in May 2022 after updating the baseline instruments.
For more detailed data collection information, see the "Lebanon - Coaching teachers on a new student-centered teaching approach: Results of an impact evaluation" report, available to download.
Data processing
Anonymized the datasets by removing all the variables with personally identifiable information.
Access policy
World Bank Microdata Library
Depositor information
| Name | Affiliation |
|---|---|
| Meyhar Mohammed LNU | The World Bank |
2024-12-05T05:00:00.000Z
Data Access
| Name | Affiliation | URL | |
|---|---|---|---|
| Strategic Impact Evaluation Fund | The World Bank | https://www.worldbank.org/en/programs/sief-trust-fund | siefimpact@worldbank.org |
| Is signing of a confidentiality declaration required? |
|---|
| true |
Licensed Access
Use of the dataset must be acknowledged using a citation which would include:
•the identification of the Primary Investigator
•the title of the survey (including country, acronym and year of implementation)
•the survey reference number
•the source and date of download
Example:
Kaliope Azzi-Huck (The World Bank), Alonso Sanchez (The World Bank), and Mohammed Yassine (Global Partnership for Education). Lebanon - Support to Reaching All Children with Education Program Impact Evaluation 2020-2022. Ref: LBN_2020-2022_SRACEP-IE_v01_M. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Contacts
| Name | Affiliation | URL | |
|---|---|---|---|
| Strategic Impact Evaluation Fund | The World Bank | siefimpact@worldbank.org | https://www.worldbank.org/en/programs/sief-trust-fund |
Metadata production
DDI_LBN_2020-2022_SRACEP-IE_v01_M_WB
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Economics Data Group | DECDG | The World Bank | Documentation of the study |
2026-04-27T04:00:00.000Z
Metadata version
Version 01 (April 2026)
2026-04-27T04:00:00.000Z