| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A dime a day: the possibilities and limits of private schooling in Pakistan |
0 |
1 |
2 |
86 |
1 |
2 |
9 |
384 |
| A practical comparison of the bivariate probit and linear IV estimators |
1 |
3 |
6 |
194 |
3 |
11 |
35 |
460 |
| Conditional cash transfers and the equity-efficiency debate |
0 |
0 |
4 |
507 |
5 |
9 |
32 |
1,469 |
| Conducting ethical economic research: complications from the field |
0 |
1 |
3 |
26 |
12 |
14 |
24 |
110 |
| Delivering education: a pragmatic framework for improving education in low-income countries |
0 |
1 |
1 |
76 |
0 |
2 |
12 |
107 |
| Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
0 |
0 |
0 |
3 |
0 |
1 |
7 |
31 |
| Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
0 |
0 |
0 |
54 |
1 |
1 |
3 |
181 |
| Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
0 |
0 |
1 |
11 |
0 |
0 |
9 |
90 |
| Do value-added estimates add value ? accounting for learning dynamics |
0 |
0 |
0 |
117 |
0 |
2 |
10 |
399 |
| Equity in educational expenditures: can government subsidies help? |
0 |
1 |
1 |
91 |
0 |
1 |
6 |
341 |
| Here Today, Gone Tomorrow? Examining the Extent and Implications of Low Persistence in Child Learning |
0 |
0 |
0 |
13 |
1 |
1 |
5 |
75 |
| Here Today, Gone Tomorrow? Examining the Extent and Implications of Low Persistence in Child Learning |
0 |
0 |
0 |
57 |
1 |
1 |
4 |
193 |
| In aid we trust: hearts and minds and the Pakistan earthquake of 2005 |
0 |
0 |
0 |
82 |
0 |
3 |
4 |
191 |
| India shining and Bharat drowning: comparing two Indian states to the worldwide distribution in mathematics achievement |
1 |
1 |
3 |
137 |
6 |
15 |
40 |
666 |
| Learning levels and gaps in Pakistan |
0 |
0 |
1 |
152 |
1 |
5 |
16 |
566 |
| Mental health patterns and consequences: results from survey data in five developing countries |
0 |
0 |
2 |
113 |
0 |
3 |
14 |
374 |
| Money for nothing: the dire straits of medical practice in Delhi, India |
0 |
0 |
2 |
394 |
2 |
3 |
23 |
1,779 |
| Patient satisfaction, doctor effort, and interview location: evidence from Paraguay |
0 |
0 |
1 |
76 |
2 |
2 |
10 |
471 |
| Primary Care for the Poor |
0 |
0 |
2 |
7 |
1 |
4 |
8 |
22 |
| Quality and Accountability in Healthcare Delivery: Audit Evidence from Primary Care Providers in India |
0 |
0 |
3 |
13 |
4 |
5 |
22 |
83 |
| Quality and Accountability in Healthcare Delivery: Audit-Study Evidence from Primary Care in India |
0 |
0 |
1 |
36 |
0 |
4 |
17 |
83 |
| Quality and accountability in healthcare delivery: audit evidence from primary care providers in India |
0 |
1 |
3 |
78 |
2 |
4 |
16 |
70 |
| Quality of Primary Care in Low-Income Countries: Facts and Economics |
1 |
3 |
6 |
50 |
3 |
7 |
32 |
141 |
| Religious School Enrollment in Pakistan: A Look at the Data |
0 |
1 |
1 |
35 |
0 |
1 |
4 |
185 |
| Religious school enrollment in Pakistan: a look at the data |
0 |
2 |
2 |
193 |
0 |
3 |
7 |
719 |
| Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets |
0 |
0 |
0 |
6 |
0 |
2 |
6 |
43 |
| Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets |
0 |
0 |
0 |
51 |
1 |
1 |
4 |
57 |
| Report cards: the impact of providing school and child test scores on educational markets |
0 |
1 |
1 |
46 |
2 |
5 |
9 |
102 |
| School Inputs, Household Substitution, and Test Scores |
0 |
0 |
1 |
61 |
1 |
10 |
24 |
291 |
| School inputs, household substitution, and test scores |
0 |
0 |
1 |
70 |
3 |
6 |
18 |
191 |
| Short but not sweet - new evidence on short duration morbidities from India |
0 |
0 |
1 |
96 |
0 |
2 |
6 |
409 |
| Strained mercy: The quality of medical care in Delhi |
0 |
0 |
0 |
152 |
0 |
1 |
9 |
517 |
| Students today, teachers tomorrow ? identifying constraints on the provision of Education |
0 |
0 |
0 |
79 |
1 |
4 |
9 |
208 |
| Teacher Shocks and Student Learning: Evidence from Zambia |
0 |
0 |
0 |
160 |
1 |
2 |
3 |
675 |
| Teacher Shocks and Student Learning: Evidence from Zambia |
0 |
0 |
0 |
10 |
0 |
1 |
1 |
67 |
| Teacher shocks and student learning: evidence from Zambia |
0 |
0 |
0 |
97 |
0 |
1 |
8 |
511 |
| The Fiscal Cost of Weak Governance: Evidence from Teacher Absence in India |
0 |
0 |
1 |
123 |
0 |
7 |
21 |
127 |
| The Impact of Recall Periods on Reported Morbidity and Health Seeking Behavior |
0 |
0 |
1 |
2 |
1 |
4 |
69 |
108 |
| The Quality of Medical Care in Low-Income Countries: From Providers to Markets |
0 |
0 |
0 |
47 |
0 |
0 |
1 |
134 |
| The Value of Private Schools: Evidence from Pakistan |
0 |
0 |
2 |
57 |
0 |
0 |
9 |
116 |
| The Value of Private Schools: Evidence from Pakistan |
0 |
3 |
8 |
23 |
3 |
11 |
41 |
119 |
| The fiscal cost of weak governance: evidence from teacher absence in India |
0 |
0 |
3 |
58 |
0 |
1 |
11 |
87 |
| The impact of recall periods on reported morbidity and health seeking behavior |
0 |
0 |
0 |
38 |
0 |
0 |
3 |
144 |
| The quality of medical advice in low-income countries |
0 |
0 |
0 |
155 |
1 |
4 |
17 |
387 |
| The value of private schools: evidence from Pakistan |
0 |
0 |
2 |
40 |
0 |
1 |
9 |
53 |
| U.S. and them: the geography of academic research |
0 |
0 |
1 |
145 |
0 |
1 |
6 |
197 |
| What did you do all day ? maternal education and child outcomes |
0 |
0 |
5 |
95 |
1 |
8 |
29 |
363 |
| When Can School Inputs Improve Test Scores? |
0 |
0 |
1 |
94 |
0 |
0 |
4 |
660 |
| When Can School Inputs Improve Test Scores? |
0 |
0 |
0 |
21 |
0 |
0 |
4 |
120 |
| When can school inputs improve test scores? |
0 |
0 |
1 |
136 |
0 |
1 |
7 |
657 |
| Which doctor? Combining vignettes and item response to measure doctor quality |
0 |
0 |
0 |
121 |
0 |
1 |
10 |
427 |
| Total Working Papers |
3 |
19 |
74 |
4,584 |
60 |
178 |
707 |
15,960 |
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