Moussa W, Omoeva C, and Sassi M. What are the long-term effects of non-formal education in emergency contexts? A randomized experiment in Northeast Nigeria. Washington, DC: FHI 360, Research and Evaluation. 2021.

Omoeva C, Moussa W and Hatch R. The effects of armed conflict on educational attainment and inequality. Washington, DC: FHI 360, Education Policy and Data Center. (Revise and resubmit at Comparative Education Review)

Moussa W, Koester E, and Ibrahim, M. Relative efficacy of a syllabic vs alphabetic approach to reading Hausa in Norther Nigeria. Washington, DC: FHI 360, Global Learning Research and Evaluation working paper.

Moussa W, Smiley A, and Lee, J. What is the effect of female teachers on girls’ enrollment and retention in Northern Nigeria? A mixed-methods research study. Washington, DC: FHI 360, Education Policy and Data Center.

Moussa W. Extending the tenure clock: Minimizing uncertainty in teacher value-added measures. Independent Working Paper.

Moussa W and Omoeva C. The role of secondary education fees in enrollment and dropout behavior in Malawi. Washington, DC: FHI 360, Education Policy and Data Center.

Moussa W and Bogin A. The effects of September 11, 2001 on the academic achievement of Arab students: Evidence from New York City Public Schools. Syracuse, NY: Syracuse University, Maxwell School of Citizenship and Public Affairs.

Cortes K, Moussa W, and Weinstein J. Making the grade: The impact of classroom behavior on academic achievement. Baltimore, MD: APPAM Fall Research Conference.