When I drop my kids off at daycare, it does occasionally occur to me: what am I doing to them? (This thought is particularly acute when they wrap themselves around my legs). Last year, 3ie put out a systematic review on the impact of daycare programs. The conclusions are instructive:
Co-authored with Richard Akresh and Harounan Kazianga
In a recent entry to this blog, Gabriel Demombynes presents an interesting discussion about the role of the implementer of interventions (for instance, an NGO versus the government) and the possibility to replicate the intervention.
The typical arguments made for the conditioning argument of CCTs are usually based on paternalism (people might have incorrect beliefs about the value of education, or parents may have incomplete altruism for their kids), externalities (the social returns to education exceed the private returns so individuals underinvest), or political economy (it is easier to sell transfers to the voters if you make them conditional). A
Enrollment in rural Afghanistan, as you might suspect, is fairly low. And, while the primary enrollment gap between boys and girls has closed in most parts of the world, it’s alive and well here (as well as in some parts of Africa). But an interesting paper by Dana Burde and Leigh Linden gives us hope. (Gated version here and earlier ungated version here)
Why aren't all early childhood interventions most effective at the same age? Should we be checking that our randomizations are balanced according to genes that influence behavior? Should we be gathering biological outcomes, in addition to economic ones, even when the intervention does not involve biology?
Early childhood interventions - usually working through either health or education – can have very long-lasting effects, some of which are even transmitted to the next generation. Two weekends ago, the Chicago Initiative for Economic Development and Early Childhood (CEDEC) held a conference to survey what is known in this area and provide a forum for sharing findings from recent projects.
In today's post, I highlight a few bits of the presentations that taught me something I didn't know, gave me a reference I wanted to hold on to, or put old findings in a new perspective.
Does improved human capital empower girls? An interesting paper by Willa Friedman, Michael Kremer, Ted Miguel, and Rebecca Thornton give us some insight into the answers.
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.