Secondary School Entry and CompletionNCT07486778
Taabo Tutoring Study
A study testing Peer tutoring and Teacher tutoring in people with Secondary School Entry and Completion and Education Advancement, run by San Diego State University at 1 site in Côte d’Ivoire.
Trial summary
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. Read more about this study
- Who is it for?
- Ages 12 years and older
- Conditions the study is for
- Secondary School Entry and Completion, Education Advancement, School Attendance
- What is being tested?
- Peer tutoring and Teacher tutoring
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 1,000 participants
- Where
- 1 siteCôte d’Ivoire
- Study dates
- 29 Sep 2026to Aug 2041
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 12 years and older
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- 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.
- Able to participate in small-group tutoring sessions.
- Parent or guardian provides written informed consent for minors; student provides written assent.
Show all 12Show fewer
- Attended Grades 7-9 (6e, 5e, or 4e) during the 2025/26 academic year.
- Did not re-enroll in any lower secondary school at the start of the 2026/27 academic year, verified through school records and home visits.
- Males or females aged 12 years or older at enrollment.
- Residing in the Taabo HDSS catchment area.
- Able to participate in tutoring sessions organized after recruitment.
- Parent or legal guardian provides written informed consent for minors; student provides written assent.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Günther Fink, PhD contact
Côte d’Ivoire1 site, 1 recruiting
- Recruiting
Centre suisse de recherche scientifique en Côte d'Ivoire
Taabo
Bognan Valentin Kone, PhD, +225 07 57 30 02 08, bognan.kone@csrs.ci
About this study
Official title: Tutoring and Targeting to Reduce Secondary School Dropout in Côte d'Ivoire
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).
Read more
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).
Read the detailed description
Secondary school completion rates remain limited in many low- and middle-income countries, including Côte d'Ivoire. In rural areas, a substantial share of students do not pass the Grade 10 national examination, and some adolescents leave school before completing lower secondary education. There is limited evidence on the comparative effectiveness and cost-effectiveness of different tutoring models at the secondary level in West Africa, particularly for both currently enrolled students and adolescents who are no longer enrolled.
This study is a randomized controlled education trial conducted in approximately 25 lower secondary schools in the Taabo Health and Demographic Surveillance System (HDSS) area of Côte d'Ivoire. The study consists of two related substudies.
Substudy 1 focuses on Grade 10 students identified by schools as being at risk of not passing the national examination. Substudy 2 focuses on adolescents who previously attended Grades 7-9 but are not currently enrolled in school at the start of the academic year.
Within each substudy, approximately 500 eligible participants will be enrolled and randomly assigned at the individual level to one of three groups:
- Peer tutoring
- Teacher tutoring
- Control (no additional tutoring provided by the study)
Tutoring will be delivered in small groups and may include up to 15 sessions over approximately 6 to 8 months. Peer tutors will be selected from higher-performing students nominated by school principals and randomly chosen among eligible candidates. Teacher tutoring will be delivered by trained teachers following structured lesson plans emphasizing curriculum review and examination preparation.
Primary outcomes are:
- Passing the Grade 10 national examination (Substudy 1)
- Enrollment in lower secondary school in the following academic year (Substudy 2)
Secondary outcomes include grade progression, attendance, study time, academic confidence, and cost-effectiveness of each tutoring model. The study will also assess academic performance and well-being among peer tutors and longer-term outcomes.
Study documents will be retained for 15 years to assess long-term education and health impacts of the intervention (educational attainment, early family formation, mental health). Long-term follow-up will occur only for participants who are registered in the Taabo HDSS.
Results from this trial will contribute evidence on scalable tutoring approaches to improve secondary school progression in rural West African settings.
- Conditions
- Secondary School Entry and Completion, Education Advancement, School Attendance, Educational Attainment, Academic Performance
- Being tested
- Peer tutoring, Teacher tutoring
- Keywords
- Secondary education, School completion, Grade 10 national examination, Tutoring intervention, Peer tutoring, Teacher tutoring, Randomized controlled trial, Education intervention, Academic achievement, School enrollment, School re-enrollment, Lower secondary school, Adolescents, Côte d'Ivoire, Sub-Saharan Africa, Cost-effectiveness
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Peer tutoringBehavioural
Peer 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 tutoringBehavioural
Teacher 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.
| Study group | Role | What they receive |
|---|---|---|
| Peer tutoring | Experimental | Peer tutoring led by older and higher-performing peers from the same school. Receives: Behavioral: Peer tutoring |
| Teacher tutoring | Experimental | Teacher tutoring led by trained teachers. Receives: Behavioral: Teacher tutoring |
| Control group | No intervention | Control: No additional tutoring from the study; students continue to receive the usual teaching and any school-based remedial support. |
What is being measured
The primary outcome is the main question the study is designed to answer.
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).
Measured: Up to 12 months after enrollment
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).
Measured: Up to 18 months after enrollment
Secondary outcomes (15)
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).
Measured: Up to 18 months after enrollment
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).
Measured: Up to 18 months after enrollment
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.
Measured: Up to 18 months after enrollment
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).
Measured: Up to 18 months after enrollment
School attendance (Substudy 2)
Defined as the total number of days attended during the academic year, measured using school administrative records where available and supplemented by self-report. This is a continuous outcome (days attended).
Measured: Up to 18 months after enrollment
Persistence in school at the end of the 2026/27 academic year (Substudy 2)
Defined as enrollment status at the end of the 2026/27 academic year, verified through school records. This is a binary outcome (enrolled vs. not enrolled).
Measured: Up to 18 months after enrollment
Term and final grades (Tutors)
Defined as official term grades and final average grades obtained from school administrative records during the study period. These grades will be recorded as continuous numeric scores (e.g., 0-20 scale or school-specific grading scale).
Measured: Up to 18 months after enrollment
Examination pass rates (Tutors)
Defined as achieving a passing score on official school examinations during the study period. Pass/fail status will be based on school administrative records. This is a binary outcome (pass vs. fail).
Measured: Up to 18 months after enrollment
Educational aspirations and perceived returns to schooling (Tutors)
Defined as self-reported expectations regarding future education and perceived benefits of secondary schooling, collected using structured survey questions. These are continuous and ordinal outcomes.
Measured: Up to 18 months after enrollment
Time allocation, stress, and well-being (Tutors)
Defined as self-reported weekly time use, perceived stress, and general well-being measured through structured questionnaires. These are continuous and ordinal outcomes.
Measured: Up to 18 months after enrollment
Cost per additional student passing the Grade 10 national examination (Substudy 1)
Defined as the total program costs (USD) divided by the estimated incremental number of additional students passing the Grade 10 national examination relative to the control group.
Measured: Up to 18 months after enrollment
Cost per additional student enrolled and cost per additional student promoted (Substudy 2)
Defined as total program costs (USD) divided by the estimated incremental number of additional students enrolled in school and/or promoted to the next grade relative to the control group.
Measured: Up to 18 months after enrollment
Total years of schooling completed (Long-term outcome)
Defined as the total number of completed years of formal schooling as recorded in administrative education records and follow-up data. This is a continuous outcome (years completed).
Measured: Up to 15 years after enrollment
Total number of children before age 20 years (Long-term outcome)
Defined as the total number of biological children reported before age 20. This is a count outcome.
Measured: Up to 15 years after enrollment
Number of days in which mental health was reported as not good (Long-term outcome)
Defined as the self-reported number of days during the past 30 days in which mental health was described as "not good." This is a continuous outcome (days).
Measured: Up to 15 years after enrollment
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Mar 2026
- Study start29 Sep 2026
- Primary completionAug 2027 (estimated)
- Study completionAug 2041 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Secondary School Entry and CompletionStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 1,000 participants (estimated)
Sponsor and investigators
- Lead sponsor
- San Diego State University
- Sponsor type
- University, hospital or other
- Collaborators
- Swiss Tropical & Public Health Institute, Centre Suisse de Recherches Scientifiques en Cote d'Ivoire
- Responsible party
- Sponsor
- Investigators
- Jan-Walter De Neve, MD ScD, Principal investigator, San Diego State University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07486778
- Sponsor's protocol ID
- IRB-25-0633
- Status last verified
- Sep 2026
- First submitted
- 12 Mar 2026
- Last updated
- 5 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: A fully de-identified dataset (with no participant names, phone numbers, addresses, exact birth dates, or HDSS identifiers) will be created on a public data repository after publication of the main results and will be made available to other researchers. Supporting Materials: Study Protocol Supporting Materials: Statistical Analysis Plan (SAP) Supporting Materials: Informed Consent Forms (ICF) Supporting Materials: Analytic Code
Publications
Kone S, Baikoro N, N'Guessan Y, Jaeger FN, Silue KD, Furst T, Hurlimann E, Ouattara M, Seka MC, N'Guessan NA, Esso EL, Zouzou F, Boti LI, Gonety PT, Adiossan LG, Dao D, Tschannen AB, von Stamm T, Bonfoh B, Tanner M, Utzinger J, N'Goran EK. Health & Demographic Surveillance System Profile: The Taabo Health and Demographic Surveillance System, Cote d'Ivoire. Int J Epidemiol. 2015 Feb;44(1):87-97. doi: 10.1093/ije/dyu221. Epub 2014 Nov 29.
PubMed 25433704
Study at a glance
From the registry record, last updated by the sponsor on 5 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Tutoring and Targeting to Reduce Secondary School Dropout in Côte d'Ivoire
- ClinicalTrials.gov ID
- NCT07486778
- Acronym / sponsor ID
- IRB-25-0633
- Conditions
- Secondary School Entry and Completion, Education Advancement, School Attendance, Educational Attainment, Academic Performance
- Keywords
- Secondary education, School completion, Grade 10 national examination, Tutoring intervention, Peer tutoring, Teacher tutoring, Randomized controlled trial, Education intervention
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 1,000 participants (estimated)
- Lead sponsor
- San Diego State UniversityUniversity, hospital or other
- Collaborators
- Swiss Tropical & Public Health Institute, Centre Suisse de Recherches Scientifiques en Cote d'Ivoire
- Study start
- 29 Sep 2026 (actual)
- Primary completion
- Aug 2027 (estimated)
- Study completion
- Aug 2041 (estimated)
- First posted
- 20 Mar 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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).
Detailed description
Secondary school completion rates remain limited in many low- and middle-income countries, including Côte d'Ivoire. In rural areas, a substantial share of students do not pass the Grade 10 national examination, and some adolescents leave school before completing lower secondary education. There is limited evidence on the comparative effectiveness and cost-effectiveness of different tutoring models at the secondary level in West Africa, particularly for both currently enrolled students and adolescents who are no longer enrolled.
This study is a randomized controlled education trial conducted in approximately 25 lower secondary schools in the Taabo Health and Demographic Surveillance System (HDSS) area of Côte d'Ivoire. The study consists of two related substudies.
Substudy 1 focuses on Grade 10 students identified by schools as being at risk of not passing the national examination. Substudy 2 focuses on adolescents who previously attended Grades 7-9 but are not currently enrolled in school at the start of the academic year.
Within each substudy, approximately 500 eligible participants will be enrolled and randomly assigned at the individual level to one of three groups:
- Peer tutoring
- Teacher tutoring
- Control (no additional tutoring provided by the study)
Tutoring will be delivered in small groups and may include up to 15 sessions over approximately 6 to 8 months. Peer tutors will be selected from higher-performing students nominated by school principals and randomly chosen among eligible candidates. Teacher tutoring will be delivered by trained teachers following structured lesson plans emphasizing curriculum review and examination preparation.
Primary outcomes are:
- Passing the Grade 10 national examination (Substudy 1)
- Enrollment in lower secondary school in the following academic year (Substudy 2)
Secondary outcomes include grade progression, attendance, study time, academic confidence, and cost-effectiveness of each tutoring model. The study will also assess academic performance and well-being among peer tutors and longer-term outcomes.
Study documents will be retained for 15 years to assess long-term education and health impacts of the intervention (educational attainment, early family formation, mental health). Long-term follow-up will occur only for participants who are registered in the Taabo HDSS.
Results from this trial will contribute evidence on scalable tutoring approaches to improve secondary school progression in rural West African settings.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Peer tutoring | Experimental | Behavioral: Peer tutoringPeer tutoring led by older and higher-performing peers from the same school. |
| Teacher tutoring | Experimental | Behavioral: Teacher tutoringTeacher tutoring led by trained teachers. |
| Control group | No intervention | –Control: No additional tutoring from the study; students continue to receive the usual teaching and any school-based remedial support. |
Who may qualify
- Ages
- 12 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (12 listed)
- 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.
- Able to participate in small-group tutoring sessions.
Key exclusion criteria (3 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Peer tutoringPeer 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. | Behavioural | Peer tutoring |
| Teacher tutoringTeacher 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. | Behavioural | Teacher tutoring |
Primary outcome
Proportion of participants passing the Grade 10 national examination (Substudy 1)
Time frame: Up to 12 months after enrollment
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)
Time frame: Up to 18 months after enrollment
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).
15 secondary outcomes
Proportion of participants enrolled in senior secondary school following the Grade 10 examination (Substudy 1)
Time frame: Up to 18 months after enrollment
Proportion of participants not enrolled in any secondary institution after Grade 10 examination results (Substudy 1)
Time frame: Up to 18 months after enrollment
Study time, homework completion, and exam confidence (Substudy 1)
Time frame: Up to 18 months after enrollment
Proportion of participants promoted to the next grade at endline (Substudy 2)
Time frame: Up to 18 months after enrollment
School attendance (Substudy 2)
Time frame: Up to 18 months after enrollment
Persistence in school at the end of the 2026/27 academic year (Substudy 2)
Time frame: Up to 18 months after enrollment
Term and final grades (Tutors)
Time frame: Up to 18 months after enrollment
Examination pass rates (Tutors)
Time frame: Up to 18 months after enrollment
Educational aspirations and perceived returns to schooling (Tutors)
Time frame: Up to 18 months after enrollment
Time allocation, stress, and well-being (Tutors)
Time frame: Up to 18 months after enrollment
Cost per additional student passing the Grade 10 national examination (Substudy 1)
Time frame: Up to 18 months after enrollment
Cost per additional student enrolled and cost per additional student promoted (Substudy 2)
Time frame: Up to 18 months after enrollment
Total years of schooling completed (Long-term outcome)
Time frame: Up to 15 years after enrollment
Total number of children before age 20 years (Long-term outcome)
Time frame: Up to 15 years after enrollment
Number of days in which mental health was reported as not good (Long-term outcome)
Time frame: Up to 15 years after enrollment
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Oct 2026.
- Background: PubMed 25433704Kone S, Baikoro N, N'Guessan Y, Jaeger FN, Silue KD, Furst T, Hurlimann E, Ouattara M, Seka MC, N'Guessan NA, Esso EL, Zouzou F, Boti LI, Gonety PT, Adiossan LG, Dao D, Tschannen AB, von Stamm T, Bonfoh B, Tanner M, Utzinger J, N'Goran EK. Health & Demographic Surveillance System Profile: The Taabo Health and Demographic Surveillance System, Cote d'Ivoire. Int J Epidemiol. 2015 Feb;44(1):87-97. doi: 10.1093/ije/dyu221. Epub 2014 Nov 29.
- Individual participant dataSharing planned: Yes. A fully de-identified dataset (with no participant names, phone numbers, addresses, exact birth dates, or HDSS identifiers) will be created on a public data repository after publication of the main results and will be made available to other researchers. Supporting Materials: Study Protocol Supporting Materials: Statistical Analysis Plan (SAP) Supporting Materials: Informed Consent Forms (ICF) Supporting Materials: Analytic Code
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Günther Fink, PhD contact
Jan-Walter De Neve, MD ScD principal investigator
San Diego State University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Peer tutoring and Teacher tutoring in people with Secondary School Entry and Completion and Education Advancement, run by San Diego State University at 1 site in Côte d’Ivoire.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 12 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 5 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Côte d’Ivoire. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Jan-Walter De Neve, MD ScD (857-333-9297, jdeneve@sdsu.edu), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Proportion of participants passing the Grade 10 national examination (Substudy 1) (time frame: Up to 12 months after enrollment). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07486778, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Oct 2026.