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Can providing information to parents improve student outcomes? 4 recent papers show it can (Chile, Malawi, and US x2)

David Evans's picture
My oldest child started middle school this year, and I suddenly started receiving emails every other week with updates on his grades. I’d never received anything like this before and was overwhelmed (and a little annoyed) by the amount of information. Someone told me that I could go to some website to opt out, but that seemed like too much work. So I continue getting the emails. And sure enough, now I follow up: “Hey, are you going to speak to your teacher about making up that assignment?

Getting beyond the mirage of external validity

Markus Goldstein's picture
This post is coauthored with Eliana Carranza
No thoughtful technocrat would copy a program in every detail for a given context in her or his country.    That's because they know (among other things) that economics is not a science but a social (or dismal even) science, and so replication in the fashion of chemistry isn't an option.  For economics, external validity in the strict scientific sense is a mirage.

Notes from the field: The danger of programs that pay for performance

Markus Goldstein's picture
I was recently working with an implementing agency to design an impact evaluation and we were having trouble reaching a point where there was going to be a viable impact evaluation that answered big questions about the efficacy of the intervention.   Looking back, part of the problem was that this agency was the implementer, not the funder.   And they were paid by the funder based on reaching a certain number of people and having those people participate in the program.

Seeing a child like a state: Holding the poor accountable for bad schools -- Guest post by Lant Pritchett

In the early 20th century Helen Todd, a factory inspector in Chicago, interviewed 500 children working in factories, often in dangerous and unpleasant conditions. She asked children the question: “If your father had a good job and you didn’t have to work, which would you rather do—go to school or work in a factory?” 412 said they would choose factory work. One fourteen year old girl, who was interviewed lacquering canes in an attic working with both intense heat and the constant smell of turpentine, said “School is the fiercest thing you can come up against. F