Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
This study demonstrates rigorously that an at-scale government training program for secondary teachers in Nepal had little or no impact on student learning. It then documents five sets of weaknesses related to training uptake, training-session management, teacher subject knowledge, teacher adoption of new classroom practices, and student knowledge of earlier-grade curriculum content, each of which plausibly explains some, but not all, of the program's failure. While weaknesses in trainer and teacher motivation may have contributed to the program's disappointing performance, the study argues that time, resource, and capacity constraints of both trainers and teachers, and a mismatch between policy design and student learning needs, also limited program success. These results highlight the need to broaden common accountability-focused conceptions of how to improve public service quality.