A Mixed-Methods Experimental Study to Identify the Cost-Effectiveness of Four Teacher Professional Development Models in a Literacy Intervention for Early Grades: Evidence from the Pakistan Reading Project

The study presents evidence from a multi-arm cluster randomized evaluation examining the impact and cost-effectiveness of three teacher professional development (TPD) components implemented within a large-scale early grade reading intervention in Pakistan. A sample of 200 schools, 185 teachers and 3068 and Grade 1 students was randomly assigned to receive a full TPD package -including face-to-face training (FtF), teacher inquiry groups (TIGS), and school support visits (SSVs)- or one of three reduced variants omitting one component. Teacher instructional practices were measured using a Teacher Classroom Observation tool, student literacy using the Early Grade Reading Assessment (EGRA), and cost using an ingredients-based approach. All TPD components improved instructional practices; however, only SSVs generated statistically significant gains in reading outcomes (0.23 standard deviations in overall literacy and 0.30 in reading comprehension). Although SSVs were the most expensive component (US$6 per child) they were also the most cost-effective. FtF (US$3 per child) and TIGs (US$5 per child) improved instruction but did not yield detectable literacy gains. Findings provide policy-relevant evidence on cost effective TPD in conflict affected settings.