Journal articles
Lee J and Moussa W. The role of home environments in children's literacy skills in Ghana: Parents, siblings, and books. International Journal of Educational Development 107(2024)103037. [Available at https://doi.org/10.1016/j.ijedudev.2024.103037][download]
Moussa W, Louge N, Pauwelyn L, Contreras-Gomez R, Cao Y. Should teachers stick to the script? Examining the effects of scripted lessons on student literacy in Madagascar. International Journal of Educational Research 124(2024)102290. [Available at https://doi.org/10.1016/j.ijer.2023.102290][download]
Salti N, Moussa W, Irani A, Jamaluddine Z, Al Mokdad R., Chaaban J, Ghattas H. The impact of cash transfers on Syrian refugees in Lebanon: Evidence from a multidimensional regression discontinuity design. Journal of Development Economics 155(2022)102803. [Available at https://doi.org/10.1016/j.jdeveco.2021.102803][download]
Moussa W, Salti N, Irani A, Al Mokdad R, Jamaluddine Z, Chaaban J, and Ghattas H. The impact of cash Transfers on Syrian refugee children in Lebanon. World Development, 150(2022)105711. [Available at https://doi.org/10.1016/j.worlddev.2021.105711][download]
Moussa, W. and Koester, E., 2022. Effects of story read-aloud lessons on literacy development in the early grades: Experimental evidence from Nigeria. Reading Research Quarterly, 57(2), 587-607. [Available at https://doi.org/10.1002/rrq.427][download]
Cunha N, Omoeva C, and Moussa W. Measuring equity of education resource allocation: An output-based approach. International Journal of Educational Development, 87(2021)102492. [Available at https://doi.org/10.1016/j.ijedudev.2021.102492][download]
Smiley, A., Moussa, W., Ndamobissi, R. and Menkiti, A., 2021. The negative impact of violence on children’s education and well-being: Evidence from Northern Nigeria. International Journal of Educational Development, 81(2021)102327. [Available at https://doi.org/10.1016/j.ijedudev.2020.102327][download]
Moussa W and Omoeva C. The Long-term effects of Universal Primary Education: Evidence from Ethiopia, Malawi, and Uganda. Comparative Education Review, 64(2), 179-206, 2020. [Available at https://doi.org/10.1086/708144 ][download]
Smiley A, Cao Y, Moussa W, Dooley B, and Sullivan J. Examining “best practices” for literacy coaching and monitoring: Evidence from Northern Nigeria and Ghana. Social Sciences & Humanities Open, 2(1), 1-8, 2020. [Available at https://doi.org/10.1016/j.ssaho.2020.100014][download]
Moussa W., 2017. Closer to the finish line? Compulsory attendance, grade attainment and high school graduation. Education Finance and Policy, 12(1), 28-54. [Available at: https://doi.org/10.1162/EDFP_a_00216] [download]
Cortes K, Moussa W, and Weinstein J., 2013. Educating bright students in urban schools. Economics of Education Review, 37, 286-297. [Available at: https://doi.org/10.1016/j.econedurev.2013.07.002] [download]
Book chapters
Omoeva C, Moussa W, and Gale C., 2018. The Economic Costs of Educational Inequality in Developing Countries. In: BenDavid-Hadar I. (eds) Education Finance, Equality, and Equity. Education, Equity, Economy, vol 5. Springer, Cham. [Available at https://link.springer.com/book/10.1007%2F978-3-319-90388-0] [working paper version]
Omoeva C, Moussa W, and Hatch R., 2018. Proposed operationalization of equity measurement. In Handbook on Measuring Equity in Education. Montreal, Canada: UNESCO Institute for Statistics. [Available at: http://uis.unesco.org/sites/default/files/documents/handbook-measuring-equity-education-2018-en.pdf] [download]