| 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 |
0 |
0 |
5 |
| 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 |
1 |
1 |
1 |
| 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 |
1 |
16 |
| Are Teachers in Africa Poorly Paid? Evidence from 15 Countries |
0 |
0 |
0 |
21 |
0 |
2 |
9 |
92 |
| Are Teachers in Africa Poorly Paid?: Evidence from 15 Countries |
0 |
0 |
0 |
8 |
0 |
0 |
9 |
36 |
| Building State Capacity: What Is the Impact of Development Projects ? |
0 |
1 |
1 |
28 |
0 |
2 |
2 |
49 |
| Building State Capacity: What Is the Impact of Development Projects? |
0 |
0 |
0 |
6 |
0 |
2 |
5 |
8 |
| Cash Transfers and Temptation Goods |
0 |
0 |
3 |
36 |
0 |
0 |
14 |
124 |
| Cash Transfers, Trust, and Inter-household Transfers: Experimental Evidence from Tanzania |
0 |
0 |
0 |
8 |
0 |
0 |
0 |
8 |
| 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 |
1 |
1 |
2 |
92 |
2 |
4 |
12 |
161 |
| Cash transfers increase trust in local government |
0 |
1 |
1 |
10 |
0 |
1 |
6 |
117 |
| Changing Perceptions of Educational Returns in Low- and Middle-Income Countries: A Meta-Analysis |
0 |
2 |
13 |
13 |
2 |
4 |
42 |
42 |
| Cost-effectiveness measurement in development: accounting for local costs and noisy impacts |
0 |
1 |
1 |
77 |
0 |
1 |
1 |
80 |
| Education Technology for Effective Teachers |
0 |
0 |
0 |
1 |
0 |
2 |
3 |
10 |
| Education in Africa: What Are We Learning? |
0 |
0 |
1 |
2 |
0 |
0 |
3 |
10 |
| Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms |
0 |
2 |
2 |
14 |
1 |
4 |
5 |
29 |
| Extending the school day in Latin America and the Caribbean |
1 |
1 |
7 |
72 |
1 |
2 |
17 |
93 |
| Gender Gaps in Education: The Long View |
0 |
1 |
2 |
79 |
0 |
1 |
10 |
202 |
| Girls’ Education at Scale |
0 |
0 |
0 |
6 |
0 |
0 |
0 |
5 |
| How Big Are Effect Sizes in International Education Studies? |
0 |
1 |
2 |
3 |
0 |
2 |
5 |
9 |
| How the Media Cover School Violence: Evidence from Five African Countries |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
3 |
| How to Improve Education Outcomes Most Efficiently ? A Comparison of 150 Interventions Using theNew Learning-Adjusted Years of Schooling Metric |
0 |
1 |
9 |
68 |
2 |
6 |
42 |
122 |
| How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric |
1 |
1 |
2 |
2 |
3 |
3 |
6 |
6 |
| How to Measure Student Absenteeism in Low- and Middle-Income Countries |
0 |
0 |
1 |
2 |
0 |
1 |
3 |
6 |
| How to Recruit Teachers for Hard-to-Staff Schools: A Systematic Review of Evidence from Low- And Middle-Income Countries |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
4 |
| Learning Loss and Student Dropouts during the COVID-19 Pandemic: A Review of the Evidence Two Years after Schools Shut Down |
1 |
2 |
7 |
12 |
5 |
22 |
51 |
61 |
| Live Tutoring Calls Did Not Improve Learning during the COVID-19 Pandemic in Sierra Leone |
0 |
0 |
0 |
4 |
0 |
0 |
7 |
14 |
| Management, Supervision, and Health Care: A Field Experiment |
0 |
0 |
0 |
53 |
1 |
1 |
2 |
40 |
| Management, Supervision, and Health Care: A Field Experiment |
0 |
0 |
0 |
28 |
0 |
1 |
2 |
48 |
| Management, Supervision, and Healthcare: A Field Experiment |
0 |
0 |
1 |
1 |
1 |
1 |
4 |
6 |
| Orphans and Ebola: estimating the secondary impact of a public health crisis |
0 |
1 |
2 |
42 |
1 |
2 |
4 |
63 |
| Orphans and Schooling in Africa: A Longitudinal Analysis |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
8 |
| 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 |
1 |
14 |
0 |
0 |
6 |
46 |
| Parental human capital and effective school management: evidence from The Gambia |
0 |
1 |
2 |
81 |
0 |
4 |
9 |
133 |
| Practical Lessons for Phone-Based Assessments of Learning |
0 |
0 |
1 |
8 |
0 |
1 |
5 |
25 |
| Prioritizing Educational Investments in Children in the Developing World |
0 |
0 |
1 |
3 |
1 |
1 |
3 |
25 |
| Property Tax Compliance in Tanzania: Can Nudges Help ? |
0 |
0 |
0 |
13 |
0 |
0 |
5 |
25 |
| Property Tax Compliance in Tanzania: Can Nudges Help? |
0 |
0 |
1 |
10 |
0 |
2 |
4 |
15 |
| Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
0 |
0 |
1 |
114 |
2 |
2 |
9 |
44 |
| Public Childcare, Labor Market Outcomes of Caregivers, and Child Development: Experimental Evidence from Brazil |
0 |
1 |
1 |
14 |
1 |
2 |
6 |
26 |
| School costs, short-run participation, and long-run outcomes: evidence from Kenya |
1 |
2 |
4 |
26 |
2 |
4 |
11 |
83 |
| Should Governments and Donors Prioritize Investments in Foundational Literacy and Numeracy? |
0 |
0 |
0 |
0 |
0 |
1 |
4 |
7 |
| Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
0 |
0 |
14 |
0 |
1 |
7 |
54 |
| Teacher Professional Development around the World: The Gap between Evidence and Practice |
0 |
0 |
0 |
33 |
0 |
0 |
10 |
66 |
| The Educational Impacts of Cash Transfers in Tanzania |
0 |
1 |
2 |
2 |
1 |
3 |
7 |
9 |
| The Impacts of Childcare Interventions on Children’s Outcomes in Low- and Middle-Income Countries: A Systematic Review |
0 |
0 |
7 |
16 |
1 |
1 |
15 |
38 |
| The Role of Fathers in Promoting Early Childhood Development in Low- and Middle-Income Countries: A Review of the Evidence |
0 |
0 |
8 |
8 |
1 |
2 |
31 |
31 |
| The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty |
0 |
0 |
1 |
11 |
0 |
2 |
12 |
41 |
| The next wave of deaths from Ebola ? the impact of health care worker mortality |
0 |
1 |
2 |
37 |
0 |
2 |
4 |
62 |
| The permanent input hypothesis: the case of textbooks and (no) student learning in Sierra Leone |
1 |
1 |
2 |
87 |
2 |
3 |
7 |
108 |
| Towards Improved and More Transparent Ethics in Randomised Controlled Trials in Development Social Science |
0 |
0 |
1 |
1 |
1 |
1 |
3 |
4 |
| Training teachers on the job: what works and how to measure it |
0 |
1 |
3 |
26 |
0 |
3 |
10 |
74 |
| What We Learn about Girls' Education from Interventions that Do Not Focus on Girls |
0 |
0 |
1 |
16 |
0 |
1 |
4 |
82 |
| What We Learn about Girls'Education from Interventions that Do Not Focus on Girls |
0 |
1 |
2 |
17 |
0 |
2 |
3 |
19 |
| What really works to improve learning in developing countries ? an analysis of divergent findings in systematic reviews |
0 |
0 |
0 |
59 |
0 |
3 |
7 |
153 |
| When the Data You Have Aren’t the Data You Need: School-Related Violence Data Availability in Low- and Middle-Income Countries |
0 |
2 |
4 |
4 |
1 |
5 |
9 |
9 |
| Total Working Papers |
6 |
27 |
103 |
1,368 |
33 |
112 |
460 |
2,784 |
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