After last week’s review of Mark Rosenzweig’s review of Poor Economics, I got asked, via email and comments, what I thought about Martin Ravallion’s review in the same issue of the Journal of Economic Literature.
Berk Ozler's blog
Suppose that you’re told that a program reduced the rate of dropping out of school among 15 year-olds by 17% and this reduction was statistically significant. You are also told that the same figure among 12 year-olds is 38%. You would likely take note. Suppose now you’re told that these are the effects of a conditional cash transfer program, where the dropout rate among the control group is 37.7% and 16.8%, respectively for ages 15 and 12, thus the absolute effect sizes are 6.4 percentage points in each case.
Given that we are in a somewhat reflective mood this week due to the fact that it has been a year since we started this blog, I figured I’d highlight some of the comments that we received so far here and share some of my thoughts on these comments and related issues that have been on my mind recently as potential posts…
There is a minor buzz this week in Twitter and the development economics blogosphere about a paper (posted on the CSAE 2012 Conference website) that discusses a double blind experiment of providing different seeds of cowpeas to farmers in Tanzania.
· Global poverty numbers for 2005-2008 are out. Many of you may not have known this, but the four of us who maintain this blog work in the same research group at the World Bank that is responsible for producing these numbers.
If you are interested in HIV prevention, at some point you are likely to have heard “transactional sex” discussed as one of the issues. However, I find this discussion to usually be awkward and confused, especially among Western audiences: the user is feeling somewhat uncomfortable using the term and the audience is having trouble understanding what it is she exactly means. The frameworks we have in the U.S. are dating on one end and commercial sex work on the other.
To get children to attend school in developing countries, our approach has been primarily to assume that the schooling that is available is worth pursuing, meaning that the problem must be with some barrier to go to school despite a great desire to do so: perhaps the family cannot afford the costs of schooling; perhaps the schools are not good or too far; perhaps the children want to be in school but the parents prefer food today to educated daughter tomorrow; maybe people don’t know the value of schooling, etc.
With funds devoted to HIV/AIDS declining, there has not been a better time, at least in the past decade or so, to optimize the use of the limited resources between treatment and prevention.