Matthew Jukes, Senior Director of Impact at the Luminos Fund

Looking ahead, Matthew is committed to translating classroom experiences into data and insights that can inform policy, shape instruction, and drive greater investment in quality learning for all children. This blog explores his professional journey and vision for creating lasting impact for the children and communities we serve.

Can you tell us about your professional journey and the experiences that led you to this point in your career?

Throughout my career, I have worked across the worlds of academic research and hands-on international development with organizations like Room to Read and RTI International, as well as on large USAID projects in Africa. These experiences have been defined by two parallel yet complementary tracks that directly align with the Luminos Method.

One track involved foundational literacy and numeracy skills, including helping to formulate the first Early Grade Reading Assessments (EGRA) and understanding how to achieve the learning of these skills at scale. The other involved research that led me to focus on the social-emotional side of learning and how it varies across cultures, recognizing that many rural African communities prioritize developing qualities like respect, kindness, and cooperation in their children over cognitive skills.

I have always been deeply interested in improving children’s foundational skills through effective teaching, by developing their social-emotional skills, strengthening relationships, and providing emotionally supportive classrooms. I love that Luminos places these elements at the forefront of its method.

Looking back, is there a defining lesson or moment from your career that influences your work today?

The philosophy I have repeatedly seen in action is that a study with rigorous evidence can cut through the noise of dozens of theories and opinions. For example, I previously worked on a program in Malawi to support vulnerable children. In our evaluation we uncovered a surprising truth: the program worked, but not for the children we initially intended to target. This allowed us to adjust and refine our core assumptions and definitions of ‘vulnerability’ and impact. There is tremendous power in opening yourself up to an objective evaluation. Because without that openness, you can never truly be surprised. 

What attracted you to Luminos and our mission? Was there a specific story, challenge, or success that resonated with you?

One of the things I found particularly compelling is Luminos’ evidence of impact on literacy and its commitment to building on that evidence. I have worked on several at-scale, low-cost government programs that simply did not work. Often, it’s difficult to course-correct when you’re trying to fix a broken model.

In contrast, the Luminos program starts with high-impact interventions and a strong focus on rigorous monitoring, evaluation, and learning from the outset. Scaling impact becomes far simpler when you start from a model that is already highly effective.

Was there anything about the Method that you found particularly impressive, surprising, or even shocking?

Since joining Luminos, I have been grappling with the question: “Why is the Luminos Method so effective?” Undeniably, we have impressive materials and an evidence-based phonics approach—but so do many other programs. My hypothesis on what truly distinguishes us is twofold. The first factor is a strong organizational focus on getting the basics right. I believe many experts struggle with this, often favoring “bells and whistles” when designing curricula and programs. Luminos’ emphasis on the human element in design—focusing not just on what we want to achieve, but on the practical experience of our teachers, evaluators, and supervisors—is what keeps our materials simple and effective.

The other piece is our data dashboard and monitoring system. The team collects data weekly across four key dimensions, flags classrooms that need attention, and sends staff to provide targeted support. It’s a simple yet powerful system of monitoring and support that ensures barriers to learning are dealt with quickly. It’s quite rare to see such systems implemented so effectively.

Is there anything you’re most excited to dive into in your new role?

I have long argued that achieving strong learning outcomes requires both structured pedagogy and engaging, joyful learning environments. The attention given to codifying and defining that second component has historically been insufficient. It is often treated as a mere implementation factor—how you deliver structured pedagogy—rather than a fundamental part of program design deserving of its own evidence base. I already have a preliminary sense of how Luminos fosters joy and supports the social-emotional skills that lead to learning, and I’m eager to dive deeper and identify rigorous evidence to support this aspect of our work.

What do you enjoy doing in your spare time?

Much of my enjoyment comes from music. I play jazz piano, and I also play piano in a rock band. We just welcomed a new singer and guitarist, and I am really loving the way we sound at the moment. We are excited to hit the pubs and perform. I also dance ceroc regularly, which has been tremendously joyful!

 Is there a book, podcast, or series you’re currently reading or enjoying?

I’m reading The WEIRDest People in the World by Joseph Henrich, a professor at Harvard University. The book is essentially about how Western culture has evolved and is different in many ways from other cultures around the world. He coined this term “WEIRD,” both to distinguish Western culture as unique, but also stands for “Western, Educated, Industrialized, Rich, and Democratic.” He has influenced my work a lot, particularly thinking about the role of cultural differences in child development.

Fun fact: one of the things I learned from reading this book is that when we learn to read, the part of our brain that deals with literacy takes the place of the part that deals with facial recognition. So, if you find people who are not literate now, they tend to be better at recognizing faces.

Matthew Jukes  is a Senior Director of Impact at the Luminos Fund, where he oversees data systems and strategy to support program impact measurement, implementation, and maintenance. He plays a key role in ensuring data quality and in sharing data across the organization to inform Luminos’ programming and decision-making. Previously, he held various roles in academia and global development, including Fellow at RTI, Senior Director of Research at Room to Read, and Associate Professor at the Harvard Graduate School of Education. His research has focused on improving the effectiveness of literacy and numeracy programs, developing a culturally grounded understanding of social-emotional learning (SEL), and promoting joyful learning and engagement in the classroom.