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What’s the latest in development economics research? A round-up of 140+ papers from NEUDC 2017

David Evans's picture


Did you miss this year’s Northeast Universities Development Consortium conference, or NEUDC? I did, unfortunately!

NEUDC is a large development economics conference, with more than 160 papers on the program, so it’s a nice way to get a sense of new research in the field.
Thankfully, since NEUDC posts submitted papers, I was able to mostly catch up. I went through 147 of the papers and summarized them below, by topic. If a paper you loved or presented isn’t in the rundown, feel free to add a brief summary in the comments. (Why 147 instead of 160? I skipped a few macro papers and the papers that weren’t posted.)

These links should take you to your topic of interest: Agriculture, cash transfers and asset transfers, credit and insurance, crime, conflict, violence, and war, culture, norms, and corruption, education, elections and political economy, firms, governance, bureaucracy, and social capital, health (including WASH), jobs (including public works), marriage, methodology, migration, mobile phones and mobile money, poverty, inequality, and shocks, psychology, taxes, and traffic.

Biased women in the I(C)T crowd

Markus Goldstein's picture
This post is coauthored with Alaka Holla

The rigorous evidence on vocational training programs is, at best, mixed.   For example, Markus recently blogged about some work looking at long term impacts of job training in the Dominican Republic.   In that paper, the authors find no impact on overall employment, but they do find a change in the quality of employment, with more folks having jobs with health insurance (for example). 
 

What a new preschool study tells us about early child education – and about impact evaluation

David Evans's picture
When I talk to people about impact evaluation results, I often get two reactions:
  1. Sure, that intervention delivered great results in a well-managed pilot. But it doesn’t tell us anything about whether it would work at a larger scale. 
  2. Does this result really surprise you? (With both positive results and null results, I often hear, Didn’t we already know that intuitively?)

A recent paper – “Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics” – by Dillon et al., provides answers to both of these, as well as giving new insights into the design of effective early child education.

Teacher Coaching: What We Know

David Evans's picture
“Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence,” they highlight that reviews of the literature on teacher professional development (i.e., training teachers who are already on the job) highlight a few promising characteristics of effect

Building Grit in the Classroom and Measuring Changes in it

David McKenzie's picture

About a year ago I reviewed Angela Duckworth’s book on grit. At the time I noted that there were compelling ideas, but that two big issues were that her self-assessed 10-item Grit scale could be very gameable, and that there was really limited rigorous evidence as to whether efforts to improve grit have lasting impacts.

A cool new paper by Sule Alan, Teodora Boneva, and Seda Ertac makes excellent progress on both fronts. They conduct a large-scale experiment in Turkey with almost 3000 fourth-graders (8-10 year olds) in over 100 classrooms in 52 schools (randomization was at the school level, with 23 schools assigned to treatment).

Should we pay kids to read?

David Evans's picture
Cette page en : Français
A few weeks ago, my wife and I were reading aloud Chimamanda Ngozi Adichie’s newest book, a short volume entitled Dear Ijeawele, or A Feminist Manifesto in Fifteen Suggestions. The eponymous fifteen suggestions are Adichie’s advice to her friend on how to raise her daughter – Chizalum – as a feminist. Here’s the fifth suggestion: “Teach Chizalum to read. Teach her to love books. The best way is by casual example. If she sees you reading, she will understand that reading is valuable.” This all seems sensible. Now, skip down to the end: “If all else fails, pay her to read. Reward her. I know this remarkable Nigerian woman, Angela, a single mother who was raising her child in the United States; her child did not take to reading so she decided to pay her five cents a page. An expensive endeavor, she later jokes, but a worthy investment.” In the margin, I scribbled, “Look at lit on this.”
 

 

The importance of study design (why did a CCT program have no effects on schooling or HIV?)

Berk Ozler's picture

A recent paper in Lancet Global Health found that generous conditional cash transfers to female secondary school students had no effect on their school attendance, dropout rates, HIV incidence, or HSV-2 (herpes simplex virus – type 2) incidence. What happened?

Scaling Up Effective Programs – Kenya and Liberia Edition

David Evans's picture
This page in: français

Over the last decade, both Kenya and Liberia have sought to scale up successful pilot programs that help children to learn to read. Even as more and more impact evaluations are of programs at scale, pilots still constitute a significant portion of what we test. That’s with good reason: Governments wisely seek to pilot and test programs before expending valuable resources in implementing a program across the country. Last year, I wrote about how the Indian organization Pratham worked with J-PAL to test effective programs to improve reading iteratively, varying different parameters in terms of who was implementing (government teachers versus volunteers) and when (in-school versus during the holidays).

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