Audrey-Marie Moore

Audrey-Marie Moore has more than 15 years of experience working in international development, particularly in the areas of school effectiveness, opportunity to learn/early grade reading assessments, evaluation of complementary education systems, cost-benefit and cost-effectiveness analysis, and secondary education. She has worked in more than 14 countries across Latin America, Africa, the Middle East, and Asia, as well as in the U.S.

Moore is currently part of a team assessing the impact of reading interventions across the Latin America and Caribbean region. Before joining Mathematica, she was the director of research and evaluation in global education at FHI 360. She served as principal investigator on several key evaluations, including a UNICEF-funded study on water, sanitation, and hygiene interventions in Kenya and a mixed-methods evaluation of the Escuelas Nueva model in the Caldas region of Colombia, which examined learning data and economic productivity data over 25 years.

From 2004 to 2008, Moore worked as a principal investigator examining the cost-effectiveness of complementary models of education. This study, which included case studies across 10 countries, determined that many complementary models of education are more cost-effective because they ensure increased time on task and presence of educators in the schools. From 2008 to 2012, she was co-principal investigator of a mixed-methods study on school effectiveness, which gathered school and classroom data to look at the effects of time loss on learning in Ethiopia, Guatemala, Honduras, Mozambique, and Nepal.

Moore specializes in providing technical assistance and also specializes in training staff from projects, local organizations, and Ministry of Education officials. She has conducted workshops and seminars focused on the design and implementation of M&E systems, data collection protocols, formative and impact evaluations, economic analysis, and strategic planning. She trained more than 1,200 data collectors across Latin America in the use of classroom observation protocols for the World Bank.

Moore, who is fluent in Portuguese and Spanish and proficient in French, is a member of the Comparative International Education Society, the American Evaluation Association, and teaches program evaluation in the Master of Foreign Policy Program at Georgetown University. She received her Ph.D. in educational policy and administration from the University of Minnesota.