About

Biography

Mr. Andrew Trembley is a quantitative analyst with a background in education projects. He has conducted research and evaluations for the World Bank, UNICEF, FCDO (UK), DFAT (Australia) , USDA, and USAID.  He has designed and analysed numerous student literacy and numeracy assessments, and has extensive experience studying the intersection of learning outcomes and gender-related marginalization. He spent eight years conducting research, support and evaluations in the World Bank’s education unit, specializing in improving teacher policies and capacity building for monitoring and evaluation systems. Andrew has extensive experience evaluating and providing support on education and health projects in Latin America, Eastern Africa, and Western Africa. He is currently working on a meta-analysis of education interventions in East Asia and literacy assessment-focused evaluations in West Africa.

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In 2022, Andrew has focused on completing two endline evaluations of FCDO’s Girls Education Challenge / Leave No Girl Behind projects and the midline of a Food for Education project in Mauritania. He is also conducting an evaluation of two cash transfer programmes in Lebanon, including a review of the sensitivity and reliability of their proxy-means testing methods. Andrew is also working on a World Bank team conducting a large-scale meta-analysis of education projects in East Asia and the Pacific.

Between 2017 and 2020, he served as the lead quantitative analyst in three FCDO-funded Girls Education Challenge / Leave No Girl Behind evaluations. Matching rigorous standards and a complex project structure, he designed and led a survey that incorporated school evaluations, teacher observations, household visits, and student performance. The difference-in-difference study required creating student stratified student cohorts, matching numerous data sources, and a large team using tablet-based technologies. During this time, Andrew also conducted two Food for Education project: one in Tanzania and one in Mauritania.

Between 2014 and 2016, Mr. Trembley undertook the quantitative analysis for five interventions supported by an US$80 million World Bank loan to the Government of Guatemala. It required working with three different Ministries: of education, statistics, and human resources and manipulating large-scale dataset  and collating their information to study the intersection of teacher pay, school resources, and education performance.  As the first attempt to integrate disparate data, the final evaluation gave insights into mapping and describing the distriubution of human and physical resources in Guatemala and how they relate to performance. The evaluation provided both novel insights for evaluative purposes and new abilities to build better M&E systems.

From 2011-2016 Mr. Trembley was part of a team of researchers who developed a quantitatively rigorous methodology to assess teacher preparation systems worldwide. He was instrumental to the project’s conception, methodological design, and ongoing analysis. He designed the survey materials and training and specified the standardised quantitative analysis methodology, and authored over 30 national and regional reports analysing teacher preparation and support methods abroad.

Mr. Trembley has advanced skills in creating digital surveys and data management, evaluation design, and complex statistical analysis using Stata and R.