Secondary school completion rates remain low in many low- and middle-income countries, including Côte d'Ivoire. Limited progression through lower secondary education may affect future educational and employment opportunities. In rural areas, pass rates on the Grade 10 national examination are modest, and some students leave school before completing lower secondary education. This study will evaluate whether tutoring improves academic outcomes and school continuation in the Taabo region of Côte d'Ivoire.
Approximately 1,000 adolescents will participate in two related substudies. The first substudy will include 500 Grade 10 students identified by schools as being at risk of not passing the national examination. The second substudy will include 500 adolescents who previously attended Grades 7-9 but are not currently enrolled in school. Within each substudy, participants will be randomly assigned to one of three groups: peer tutoring, teacher tutoring, or no additional tutoring (control group).
Students assigned to tutoring may receive up to 15 sessions over approximately 6 to 8 months. Tutoring sessions will focus on reviewing core curriculum content, preparing for examinations, and strengthening academic skills.
The primary outcomes are (1) passing the Grade 10 national examination and (2) enrollment in lower secondary school in the following academic year. Secondary outcomes include grade progression, study time, academic confidence, cost-effectiveness of the tutoring models, academic and well-being outcomes among peer tutors, and other longer-term outcomes (educational attainment, early family formation, mental health).
Enrolled in Grade 10 (troisième) during the 2025/26 school year in one of the 25 participating lower secondary schools.
Identified by school principals as weak performers at high risk of failing the final grade 10 exam (based on exam scores, teacher assessments, or internal academic performance indicators).
Males or females, aged 12 years or older at enrollment.
Residing in the Taabo HDSS catchment area.
Individuals with severe cognitive or physical disabilities that would prevent meaningful participation in tutoring, based on information from parents, principals, and teachers.
Adolescents or families planning to move out of the study area during the intervention period.
For Substudy 2 only: adolescents who have already enrolled in an alternative education or vocational training programme at baseline.
Parallel
Peer tutoring
BehavioralPeer tutoring led by older and higher-performing peers from the same school implemented in small groups (e.g., 3-6 students). Tutors will be nominated by school principals and then randomly selected among eligible candidates to allow causal assessment of tutoring opportunities on tutors. Sessions will focus on: (i) reviewing core curriculum content; (ii) supporting homework and exam preparation; and (iii) building basic skills and academic confidence. Tutors will receive training on pedagogy, content, and classroom management, as well as simple monitoring tools (attendance sheets, short exercises). Student tutoring will involve up to 15 sessions, typically 1-2 sessions per week. For budgeting and planning, we assume an average of 10 sessions per student, with flexibility to increase up to 15 sessions where feasible.
Teacher tutoring
BehavioralTeacher tutoring led by trained teachers and implemented in small groups (e.g., 3-6 students). Teachers will follow structured lesson plans emphasizing remedial instruction and exam-relevant material. Sessions will emphasize active learning, practice exercises, and frequent low-stakes assessments. Teacher tutoring will involve up to 15 sessions, typically 1-2 sessions per week. For budgeting and planning, we assume an average of 10 sessions per student, with flexibility to increase up to 15 sessions where feasible.
Proportion of participants passing the Grade 10 national examination (Substudy 1)
Defined as achieving a passing score on the official Grade 10 national examination administered by the Ministry of Education of Côte d'Ivoire. Pass/fail status will be obtained from official examination records. This is a binary outcome (pass vs. fail).
Proportion of participants enrolled in lower secondary school in the following academic year (Substudy 2)
Defined as official enrollment in lower secondary school (or equivalent formal education program) in the academic year following baseline participation. Enrollment status will be verified using school administrative records and, where necessary, household confirmation. This is a binary outcome (enrolled vs. not enrolled).
Proportion of participants enrolled in senior secondary school following the Grade 10 examination (Substudy 1)
Defined as enrollment in senior secondary school in the academic year following the Grade 10 national examination. Enrollment status will be obtained from school administrative records. This is a binary outcome (enrolled vs. not enrolled).
Proportion of participants not enrolled in any secondary institution after Grade 10 examination results (Substudy 1)
Defined as non-enrollment in any recognized secondary school in the academic year following the Grade 10 examination results. Enrollment status will be obtained from school records. This is a binary outcome (not enrolled vs. enrolled).
Study time, homework completion, and exam confidence (Substudy 1)
Defined as self-reported weekly study hours, frequency of homework completion, and self-reported confidence in examination performance, collected through structured survey instruments. These are continuous and ordinal outcomes.
Proportion of participants promoted to the next grade at endline (Substudy 2)
Defined as successful completion of the current grade and promotion to the next grade level, verified using administrative records where available. This is a binary outcome (promoted vs. not promoted).
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San Diego State University
Lead sponsor
Swiss Tropical & Public Health Institute
Collaborator
Centre Suisse de Recherches Scientifiques en Cote d'Ivoire
Collaborator
