Niger Year 1 Deidentified Data (2016-2017)

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Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; Annan, Jeannie, 2022, "Niger Year 1 Deidentified Data (2016-2017)", https://doi.org/10.7910/DVN/TVXIEW, Harvard Dataverse, V2, UNF:6:ft55utdAwpOcZIMcBialMQ== [fileUNF]

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Description	To generate the evidence needed to understand, improve and share what works to help refugee children learn and succeed in school, the International Rescue Committee (IRC) and NYU Global TIES for Children (TIES/NYU) established a strategic partnership, the Evidence for Action: Education in Emergencies (3EA) initiative. 3EA in Niger was designed and delivered to help strengthen the public education system in Niger and to serve refugee, IDP and host community children in the hard-hit Diffa region. It strove to achieve this through a remedial tutoring program infused with climate-targeted social-emotional learning (SEL) principles and practices (Tutoring in a Healing Classrooms), and adding skill-targeted SEL interventions (Mindfulness activities, Brain Games). Each year, the program was designed to be implemented with approximately 2000 students in second to fourth grades attending 30 Nigerien public schools across Diffa. Ninety tutors were enlisted per year to serve this group with each tutoring class averaging about 20 students. A series of cluster randomized control trials over the course of two years were held to evaluate the effectiveness of the HCT and skill-targeted SEL programming. This dataset does not contain treatment indicators. Please contact the authors for access if interested in using those variables.
Subject	Social Sciences
Keyword	Education in Emergencies, Refugee Education, Social Emotional Learning, Cluster Randomized Trial, Mental Health, Learning in a Healing Classroom, Mindfulness, Brain Games, Tutoring in a Healing Classroom, Western Africa, Primary Education
Related Publication	International Rescue Committee & NYU Global TIES for Children. (2021). Improving Outcomes for Crisis-Affected Children: Lessons from Social-Emotional Learning Tutoring Programs in Niger [Policy Brief]. International Rescue Committee & NYU Global TIES for Children.https://steinhardt.nyu.edu/sites/default/files/2021-07/3EA_Niger_2021.05.18%20(1).pdf
License/Data Use Agreement	CC BY-NC 4.0

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	student_ngy1_remedial-v1.tab Tabular Data - 2.5 MB Published Feb 1, 2022 4 Downloads 572 Variables, 1876 Observations UNF:6:ft55utdAwpOcZIMcBialMQ== Data	Preview "student_ngy1_remedial-v1.tab" Preview "student_ngy1_remedial-v1.tab" Access File File Access Public Download Options Stata 14 Binary (Original File Format) Tab-Delimited RData Download Metadata DDI Codebook v2 Data File Citation Download EndNote XML Download RIS Download BibTeX Explore Options Data Explorer v2

Citation Metadata

Persistent Identifier	doi:10.7910/DVN/TVXIEW
Publication Date	2022-01-31
Title	Niger Year 1 Deidentified Data (2016-2017)
Author	New York University7007157168 New York University0000-0003-0934-1736 New York University57208758915 New York University0000-0001-7468-1310 Annan, JeannieInternational Rescue Committee
Point of Contact	Use email button above to contact. Woulfin, Daniel (New York University)
Description	To generate the evidence needed to understand, improve and share what works to help refugee children learn and succeed in school, the International Rescue Committee (IRC) and NYU Global TIES for Children (TIES/NYU) established a strategic partnership, the Evidence for Action: Education in Emergencies (3EA) initiative. 3EA in Niger was designed and delivered to help strengthen the public education system in Niger and to serve refugee, IDP and host community children in the hard-hit Diffa region. It strove to achieve this through a remedial tutoring program infused with climate-targeted social-emotional learning (SEL) principles and practices (Tutoring in a Healing Classrooms), and adding skill-targeted SEL interventions (Mindfulness activities, Brain Games). Each year, the program was designed to be implemented with approximately 2000 students in second to fourth grades attending 30 Nigerien public schools across Diffa. Ninety tutors were enlisted per year to serve this group with each tutoring class averaging about 20 students. A series of cluster randomized control trials over the course of two years were held to evaluate the effectiveness of the HCT and skill-targeted SEL programming. This dataset does not contain treatment indicators. Please contact the authors for access if interested in using those variables.
Subject	Social Sciences
Keyword	Education in Emergencies Refugee Education Social Emotional Learning Cluster Randomized Trial Mental Health Learning in a Healing Classroom Mindfulness Brain Games Tutoring in a Healing Classroom Western Africa Primary Education
Related Publication	International Rescue Committee & NYU Global TIES for Children. (2021). Improving Outcomes for Crisis-Affected Children: Lessons from Social-Emotional Learning Tutoring Programs in Niger [Policy Brief]. International Rescue Committee & NYU Global TIES for Children. url https://steinhardt.nyu.edu/sites/default/files/2021-07/3EA_Niger_2021.05.18%20(1).pdf
Language	English
Producer	Global TIES for Children (New York University) (TIES-NYU) https://steinhardt.nyu.edu/ihdsc/global-ties International Rescue Committee (IRC) https://www.rescue.org/
Production Location	New York, NY
Contributor	Data Manager: Anker, Patrick Data Curator: Woulfin, Daniel Data Collector: International Rescue Committee, IRC Funder: Dubai Cares Funder: NYU Abu Dhabi Research Institute
Distributor	Global TIES for Children (New York University) (TIES-NYU) https://steinhardt.nyu.edu/ihdsc/global-ties
Distribution Date	2022-01-31
Depositor	Woulfin, Daniel
Deposit Date	2022-01-30
Time Period	Start Date: 2016; End Date: 2017
Date of Collection	Start Date: 2016; End Date: 2017
Data Type	Survey Data
Series	Education in Emergencies: Evidence for Action (3EA): The International Rescue Committee (IRC) and NYU Global TIES for Children (NYU-TIES) have a strategic research-practice partnership that brings together quality education programs with rigorous research to provide the humanitarian field with a deeper, evidence-based understanding of efforts to improve academic and social-emotional learning (SEL) outcomes for children in fragile contexts. This partnership strives to build evidence about what works, for whom, under what conditions and at what cost.
Software	R
Related Dataset	Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022). Lebanon Year 1 Deidentified Data (2016-2017). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/97Q2B8.; Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022). Lebanon Year 2 Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/4WOCWJ.; Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; Annan, Jeannie. (2022). Niger Year 2 Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/MX4JYG.; Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022) Sierra Leone Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi:10.7910/DVN/COJUNQ.

Geospatial Metadata

Geographic Coverage	Niger

Social Science and Humanities Metadata

Unit of Analysis	Individual
Universe	individuals; classrooms; schools
Time Method	Longitudinal: Cohort/Event-based
Data Collector	International Rescue Committee
Collector Training	In-person training by the trainers who got trained by the investigators
Frequency	Data were collected three times across the program year, 2016-2017: December 2016 (Time 1, pre-intervention); Late February to early March 2017 (Time 2, at the end of the Cycle 1 program implementation); and May 2017 (Time 3, at the end of the Cycle 2 program implementation).
Sampling Procedure	Cluster Randomized Controlled Trial
Collection Mode	Face-to-face interview: Computer-assisted (CAPI/CAMI)
Type of Research Instrument	Structured questionnaire
Weighting	None
Cleaning Operations	consistency checking across assessments through verification, wildcode checking

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