Reproducibility package for Early Learning in South Punjab, Pakistan: Investigating Child Development and Classroom Quality

Learning Poverty in Pakistan for primary-school aged children is estimated to be as high as 78% but little data exists on early learning experiences. This paper describes the state of classroom quality in 1,395 classrooms and the child development status of 8,249 children in a representative sample of 894 public schools in South Punjab using two measurement tools. The Teach ECE classroom observation tool describes the structural and process quality features of classrooms and the Anchor Items for the Measurement of Early Childhood Development Direct Assessment (AIM-ECD DA) report on early learning and developmental outcomes of children aged 4-6 years old. The paper finds key gaps in the foundational skills of young children and areas for improvement both in the physical classroom and teaching practices. In examining relationships between teaching practices and ECD outcomes, we find a strong positive relationship across areas of process quality and domains of child development. Children studying in a high-quality classroom have outcomes that are equivalent to having been in school 9 months longer than similarly-aged children in an average quality classroom, suggesting that a sharper focus on teaching quality may improve child development outcomes and school readiness. We also find that, after accounting for teaching quality, degrees and certification are not associated with ECD outcomes, but that classes taught by female teachers have better ECD outcomes.