Working Paper |
File Downloads |
Abstract Views |
Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
Adolescent Girls’ Safety In and Out of School: Evidence on Physical and Sexual Violence from across Sub-Saharan Africa |
0 |
0 |
0 |
6 |
0 |
2 |
2 |
7 |
An Analysis of Clinical Knowledge, Absenteeism, and Availability of Resources for Maternal and Child Health: A Cross-Sectional Quality of Care Study in 10 African Countries |
0 |
0 |
0 |
0 |
0 |
0 |
2 |
2 |
An Analysis of Clinical Knowledge, Absenteeism, and Availability of Resources for Maternal andChild Health: A Cross-Sectional Quality of Care Study in 10 African Countries |
0 |
0 |
0 |
14 |
0 |
0 |
3 |
18 |
Are Teachers in Africa Poorly Paid? Evidence from 15 Countries |
0 |
0 |
0 |
21 |
3 |
14 |
23 |
107 |
Are Teachers in Africa Poorly Paid?: Evidence from 15 Countries |
0 |
0 |
0 |
8 |
1 |
4 |
11 |
40 |
Building State Capacity: What Is the Impact of Development Projects ? |
0 |
0 |
1 |
28 |
1 |
4 |
8 |
55 |
Building State Capacity: What Is the Impact of Development Projects? |
0 |
0 |
0 |
6 |
0 |
1 |
4 |
10 |
Cash Transfers and Temptation Goods |
0 |
0 |
2 |
36 |
0 |
0 |
10 |
124 |
Cash Transfers, Trust, and Inter-household Transfers: Experimental Evidence from Tanzania |
0 |
0 |
0 |
8 |
0 |
1 |
1 |
9 |
Cash transfers and health: evidence from Tanzania |
0 |
0 |
0 |
22 |
0 |
0 |
0 |
56 |
Cash transfers and temptation goods: a review of global evidence |
0 |
0 |
2 |
92 |
1 |
2 |
11 |
163 |
Cash transfers increase trust in local government |
0 |
1 |
2 |
11 |
0 |
2 |
5 |
120 |
Changing Perceptions of Educational Returns in Low- and Middle-Income Countries: A Meta-Analysis |
0 |
1 |
14 |
14 |
1 |
5 |
47 |
47 |
Cost-effectiveness measurement in development: accounting for local costs and noisy impacts |
0 |
0 |
1 |
77 |
0 |
0 |
1 |
80 |
Education Technology for Effective Teachers |
0 |
0 |
0 |
1 |
0 |
0 |
2 |
10 |
Education in Africa: What Are We Learning? |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
10 |
Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms |
0 |
0 |
2 |
14 |
0 |
1 |
8 |
32 |
Extending the school day in Latin America and the Caribbean |
0 |
1 |
5 |
73 |
2 |
3 |
9 |
96 |
Gender Gaps in Education: The Long View |
0 |
2 |
5 |
82 |
1 |
5 |
15 |
209 |
Girls’ Education at Scale |
0 |
1 |
1 |
7 |
0 |
1 |
2 |
7 |
How Big Are Effect Sizes in International Education Studies? |
1 |
1 |
2 |
4 |
1 |
1 |
5 |
11 |
How the Media Cover School Violence: Evidence from Five African Countries |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
3 |
How to Improve Education Outcomes Most Efficiently ? A Comparison of 150 Interventions Using theNew Learning-Adjusted Years of Schooling Metric |
0 |
0 |
10 |
71 |
5 |
12 |
49 |
140 |
How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric |
0 |
0 |
2 |
2 |
0 |
1 |
6 |
7 |
How to Measure Student Absenteeism in Low- and Middle-Income Countries |
0 |
0 |
0 |
2 |
0 |
0 |
1 |
6 |
How to Recruit Teachers for Hard-to-Staff Schools: A Systematic Review of Evidence from Low- And Middle-Income Countries |
0 |
0 |
1 |
3 |
1 |
2 |
3 |
7 |
Learning Loss and Student Dropouts during the COVID-19 Pandemic: A Review of the Evidence Two Years after Schools Shut Down |
0 |
2 |
7 |
14 |
1 |
14 |
59 |
76 |
Live Tutoring Calls Did Not Improve Learning during the COVID-19 Pandemic in Sierra Leone |
0 |
0 |
0 |
4 |
0 |
1 |
5 |
16 |
Management, Supervision, and Health Care: A Field Experiment |
0 |
0 |
0 |
28 |
0 |
0 |
1 |
48 |
Management, Supervision, and Health Care: A Field Experiment |
0 |
0 |
0 |
53 |
0 |
0 |
1 |
40 |
Management, Supervision, and Healthcare: A Field Experiment |
1 |
1 |
2 |
2 |
1 |
2 |
4 |
8 |
Orphans and Ebola: estimating the secondary impact of a public health crisis |
0 |
0 |
1 |
42 |
0 |
0 |
3 |
64 |
Orphans and Schooling in Africa: A Longitudinal Analysis |
0 |
0 |
0 |
1 |
0 |
0 |
2 |
9 |
Orphans and Schooling in Africa: A Longitudinal Analysis |
0 |
0 |
1 |
20 |
0 |
0 |
1 |
71 |
Parent Training and Child Development at Low Cost? Evidence from a Randomized Field Experiment in Mexico |
0 |
0 |
0 |
14 |
0 |
0 |
3 |
46 |
Parental human capital and effective school management: evidence from The Gambia |
0 |
0 |
2 |
81 |
0 |
0 |
6 |
134 |
Practical Lessons for Phone-Based Assessments of Learning |
0 |
0 |
0 |
8 |
0 |
0 |
2 |
25 |
Prioritizing Educational Investments in Children in the Developing World |
0 |
0 |
0 |
3 |
0 |
0 |
2 |
26 |
Property Tax Compliance in Tanzania: Can Nudges Help ? |
0 |
1 |
1 |
14 |
0 |
1 |
4 |
26 |
Property Tax Compliance in Tanzania: Can Nudges Help? |
0 |
0 |
1 |
10 |
0 |
0 |
5 |
16 |
Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
0 |
1 |
2 |
15 |
1 |
5 |
11 |
31 |
Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
0 |
0 |
1 |
114 |
3 |
8 |
15 |
56 |
School costs, short-run participation, and long-run outcomes: evidence from Kenya |
0 |
0 |
2 |
26 |
1 |
1 |
6 |
84 |
Should Governments and Donors Prioritize Investments in Foundational Literacy and Numeracy? |
0 |
0 |
0 |
0 |
0 |
1 |
3 |
8 |
Successful Teachers, Successful Students |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
TV-Based Learning in Bangladesh |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
1 |
1 |
15 |
2 |
3 |
6 |
57 |
Teacher Professional Development around the World: The Gap between Evidence and Practice |
1 |
1 |
1 |
34 |
3 |
5 |
8 |
72 |
The Educational Impacts of Cash Transfers in Tanzania |
1 |
1 |
4 |
4 |
2 |
3 |
9 |
13 |
The Impacts of Childcare Interventions on Children’s Outcomes in Low- and Middle-Income Countries: A Systematic Review |
0 |
0 |
1 |
16 |
0 |
1 |
4 |
39 |
The Role of Fathers in Promoting Early Childhood Development in Low- and Middle-Income Countries: A Review of the Evidence |
0 |
1 |
3 |
10 |
1 |
3 |
10 |
35 |
The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty |
0 |
0 |
1 |
11 |
1 |
1 |
9 |
42 |
The next wave of deaths from Ebola ? the impact of health care worker mortality |
0 |
0 |
1 |
37 |
0 |
0 |
3 |
62 |
The permanent input hypothesis: the case of textbooks and (no) student learning in Sierra Leone |
0 |
0 |
3 |
89 |
1 |
2 |
11 |
113 |
Towards Improved and More Transparent Ethics in Randomised Controlled Trials in Development Social Science |
0 |
0 |
1 |
1 |
0 |
0 |
3 |
4 |
Training teachers on the job: what works and how to measure it |
0 |
6 |
10 |
34 |
3 |
15 |
25 |
94 |
What We Learn about Girls' Education from Interventions that Do Not Focus on Girls |
0 |
0 |
1 |
16 |
1 |
1 |
5 |
83 |
What We Learn about Girls'Education from Interventions that Do Not Focus on Girls |
0 |
1 |
3 |
18 |
0 |
3 |
6 |
22 |
What really works to improve learning in developing countries ? an analysis of divergent findings in systematic reviews |
0 |
0 |
0 |
59 |
0 |
1 |
6 |
155 |
When the Data You Have Aren’t the Data You Need: School-Related Violence Data Availability in Low- and Middle-Income Countries |
0 |
1 |
4 |
5 |
0 |
1 |
7 |
10 |
Why Do Students Learn so Little? |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Total Working Papers |
4 |
24 |
104 |
1,403 |
38 |
133 |
474 |
2,961 |
Journal Article |
File Downloads |
Abstract Views |
Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
Adolescent Girls’ Safety In and Out of School: Evidence on Physical and Sexual Violence from Across Sub-Saharan Africa |
0 |
0 |
2 |
5 |
0 |
0 |
7 |
16 |
Cash Transfers and Health: Evidence from Tanzania |
0 |
0 |
0 |
10 |
0 |
0 |
1 |
44 |
Cash Transfers and Temptation Goods |
0 |
1 |
7 |
187 |
3 |
9 |
25 |
658 |
Cash Transfers, Trust, and Inter-household Transfers: Experimental Evidence from Tanzania |
0 |
0 |
1 |
2 |
1 |
1 |
2 |
6 |
Cash transfers increase trust in local government |
0 |
1 |
4 |
11 |
0 |
3 |
11 |
94 |
Cost-Effectiveness Analysis in Development: Accounting for Local Costs and Noisy Impacts |
0 |
0 |
3 |
52 |
1 |
2 |
46 |
219 |
Economic and social development along the urban–rural continuum: New opportunities to inform policy |
0 |
0 |
8 |
14 |
4 |
11 |
39 |
95 |
Florent Bédécarrats, Isabelle Guérin, François Roubaud (Eds.) Randomized Control Trials in the Field of Development: A Critical Perspective Oxford University Press, 2020, 448 p., $100.00 |
0 |
1 |
2 |
5 |
0 |
1 |
3 |
18 |
Gender gaps in education: The long view |
1 |
1 |
2 |
17 |
1 |
4 |
22 |
104 |
Girls’ Education at Scale |
1 |
1 |
1 |
1 |
1 |
1 |
2 |
2 |
Health‐care quality and information failure: Evidence from Nigeria |
0 |
0 |
0 |
3 |
0 |
1 |
4 |
20 |
How to improve education outcomes most efficiently? A review of the evidence using a unified metric |
4 |
6 |
11 |
11 |
9 |
23 |
38 |
38 |
How to measure student absenteeism in low- and middle-income countries |
0 |
0 |
1 |
3 |
0 |
3 |
27 |
44 |
How to recruit teachers for hard-to-staff schools: A systematic review of evidence from low- and middle-income countries |
1 |
3 |
6 |
8 |
3 |
6 |
13 |
34 |
Jody Heymann, Aleta Sprague, Amy Raub Equality Within Our Lifetimes: How Laws and Policies Can Close—or Widen—Gender Gaps in Economies Worldwide University of California Press, 2023, 328 p., $34.95 (or free as an e‐book) |
0 |
0 |
0 |
0 |
0 |
2 |
3 |
14 |
Learning from Exemplary Practices in International Disaster Management: A Fresh Avenue to Inform U.S. Policy? |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
3 |
Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone |
1 |
1 |
2 |
4 |
2 |
2 |
7 |
15 |
Orphans and schooling in africa: a longitudinal analysis |
0 |
0 |
0 |
12 |
0 |
0 |
0 |
62 |
School Uniforms, Short-Run Participation, and Long-Run Outcomes: Evidence from Kenya |
0 |
0 |
0 |
5 |
0 |
3 |
17 |
27 |
Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
0 |
1 |
4 |
0 |
0 |
4 |
14 |
Teacher pay in Africa: Evidence from 15 countries |
1 |
2 |
3 |
5 |
2 |
5 |
16 |
28 |
The Impacts of Childcare Interventions on Children's Outcomes in Low- and Middle-Income Countries: A Systematic Review |
0 |
0 |
2 |
3 |
0 |
0 |
6 |
7 |
The educational impacts of cash transfers in Tanzania |
0 |
0 |
1 |
7 |
1 |
2 |
14 |
40 |
Towards improved and more transparent ethics in randomised controlled trials in development social science |
0 |
0 |
1 |
1 |
0 |
1 |
2 |
2 |
What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews |
0 |
2 |
4 |
37 |
0 |
5 |
17 |
122 |
What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls |
0 |
1 |
1 |
2 |
0 |
3 |
5 |
8 |
When the data you have aren’t the data you need: The availability of school-related violence data in low- and middle-income countries |
1 |
2 |
3 |
3 |
1 |
2 |
4 |
4 |
Total Journal Articles |
10 |
22 |
66 |
412 |
29 |
90 |
335 |
1,738 |