Incentives to learn

The authors report results from a randomized evaluation of a merit scholarship program for adolescent girls in Kenya. Girls who scored well on academic exams received a cash grant and had school fees paid. Girls eligible for the scholarship showed significant gains in academic examination scores (average gain 0.15 standard deviations). There was considerable sample attrition and no significant program impact in the smaller of the two program districts, but in the other district girls showed large gains (average gain 0.22-0.27 standard deviations), and these gains persisted one full year following the competition. There is also evidence of positive program externalities on learning-boys (who were ineligible for the awards) also showed sizable average test gains. Both student and teacher school attendance increased in the program schools.Primary Education,Gender and Development,Poverty and Social Impact Analysis,Education Finance,Access&Equity in Basic Education

Variable viewpoint reality : a protoype for realtime 3D reconstruction

Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.Includes bibliographical references (p. 70-72).by Owen W. Ozier.M.Eng

Recruitment, effort, and retention effects of performance contracts for civil servants: Experimental evidence from Rwandan primary schools

This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay-for-performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a 'pay-for-percentile' or fixed-wage contract. Once recruits were placed, an unexpected, incentive- compatible, school-level re-randomization was performed, so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the total effect rising to 0.20 standard deviations after allowing for selection

Education as Liberation?

Abstract: Scholars have long speculated about education's political impacts, variously arguing that it promotes modern or pro-democratic attitudes; that it instills acceptance of existing authority; and that it empowers the disadvantaged to challenge authority. To avoid endogeneity bias, if schooling requires some willingness to accept authority, we assess the political and social impacts of a randomized girls' merit scholarship incentive program in Kenya that raised test scores and secondary schooling. We find little evidence for modernization theory. Consistent with the empowerment view, young women in program schools were less likely to accept domestic violence. Moreover, the program increased objective political knowledge, and reduced acceptance of political authority. However, this rejection of the status quo did not translate into greater perceived political efficacy, community participation, or voting intentions. Instead, the perceived legitimacy of political violence increased. Reverse causality may help account for the view that education instills greater acceptance of authority

Monitoring and evaluating the impact of national school-based deworming in Kenya: study design and baseline results.

BACKGROUND: An increasing number of countries in Africa and elsewhere are developing national plans for the control of neglected tropical diseases. A key component of such plans is school-based deworming (SBD) for the control of soil-transmitted helminths (STHs) and schistosomiasis. Monitoring and evaluation (M&E) of national programmes is essential to ensure they are achieving their stated aims and to evaluate when to reduce the frequency of treatment or when to halt it altogether. The article describes the M&E design of the Kenya national SBD programme and presents results from the baseline survey conducted in early 2012. METHODS: The M&E design involves a stratified series of pre- and post-intervention, repeat cross-sectional surveys in a representative sample of 200 schools (over 20,000 children) across Kenya. Schools were sampled based on previous knowledge of STH endemicity and were proportional to population size. Stool (and where relevant urine) samples were obtained for microscopic examination and in a subset of schools; finger-prick blood samples were collected to estimate haemoglobin concentration. Descriptive and spatial analyses were conducted. The evaluation measured both prevalence and intensity of infection. RESULTS: Overall, 32.4% of children were infected with at least one STH species, with Ascaris lumbricoides as the most common species detected. The overall prevalence of Schistosoma mansoni was 2.1%, while in the Coast Province the prevalence of S. haematobium was 14.8%. There was marked geographical variation in the prevalence of species infection at school, district and province levels. The prevalence of hookworm infection was highest in Western Province (25.1%), while A. lumbricoides and T. trichiura prevalence was highest in the Rift Valley (27.1% and 11.9%). The lowest prevalence was observed in the Rift Valley for hookworm (3.5%), in the Coast for A. lumbricoides (1.0%), and in Nyanza for T. trichiura (3.6%). The prevalence of S. mansoni was most common in Western Province (4.1%). CONCLUSIONS: The current findings are consistent with the known spatial ecology of STH and schistosome infections and provide an important empirical basis on which to evaluate the impact of regular mass treatment through the school system in Kenya

Essays in Empirical Development Economics

This dissertation encompasses three empirical studies in the economics of western Kenya. In Chapter 1, I estimate the impacts of secondary school on human capital, occupational choice, and fertility for young adults in Kenya. Probability of admission to government secondary school rises sharply at a score close to the national mean on a standardized 8th grade examination, permitting me to estimate causal effects of schooling in a regression discontinuity framework. I combine administrative test score data with a recent survey of young adults to estimate these impacts. My results show that secondary schooling increases human capital, as measured by performance on cognitive tests included in the survey. For men, I find a drop in the probability of low-skill self-employment, as well as suggestive evidence of a rise in the probability of formal employment. The opportunity to attend secondary school also reduces teen pregnancy among women.In Chapter 2, I investigate whether a large-scale deworming intervention aimed at primary school pupils in western Kenya had long-term effects on young children in the region, exploiting positive externalities from the program to estimate the impact on younger children who did not receive treatment directly. I find large cognitive effects---equivalent to half a year of schooling---for children who were less than one year old when their communities received mass deworming treatment. I also find modest positive effects on stature. Because mass deworming was administered through schools, I also estimate effects among children who were likely to have older siblings in school to receive the treatment directly; in this subpopulation, effects are twice as large.In Chapter 3, Pamela Jakiela and I measure the economic impacts of social pressures to share income with kin and neighbors in rural Kenyan villages. We conduct a lab experiment in which we randomly vary the observability of investment returns to test whether subjects reduce their income in order to keep it hidden. We find that women adopt an investment strategy that conceals the size of their initial endowment in the experiment, though that strategy reduces their expected earnings. This effect is largest among women with relatives attending the experiment, who invest 22 percent less when income is observable. At the village level, the extent to which experimental subjects engage in income hiding within the experiment is negatively associated with the probability of skilled employment and the value of household assets

Replication data for: "The Impact of Violence on Individual Risk Preferences: Evidence from a Natural Experiment"

Replication data for: "The Impact of Violence on Individual Risk Preferences: Evidence from a Natural Experiment

Randomized control trial as social observatory: A case study

© 2019 Elsevier Ltd Critics of randomized control trials (RCTs) in development economics argue that this methodology lends itself to ‘smaller’ questions with limited relevance to policy or economics. Using the seminal work of Miguel and Kremer (2004) on a school-based deworming intervention in Kenya as a case study, we argue that RCTs can spearhead policy change, serve as a laboratory to test economic theories and develop cutting-edge empirical methods, or do both. This does not happen in a vacuum, but through thoughtful design embedded in a broader research and policy agenda. Here, we describe a family of studies built on Miguel and Kremer (2004), shedding light on factors that supported the generation of evidence and insights far beyond the near-term RCT result. As in any piece of social sciences research, this descriptive evidence may not be externally valid in all settings. We nevertheless hope the lessons it offers will inspire others to examine these possibilities in their own research