Daniel Rodriguez-Segura
The Prevalence and Policy Implications of Between-School Heterogeneity in Learning Outcomes: Evidence from Six Public Education Systems
Topics: Student LearningWhile learning outcomes in low- and middle-income countries are generally at low levels, the degree to which students and schools more broadly within education systems lag behind grade-level proficiency can vary significantly. A substantial portion of existing literature advocates for aligning… more →
Assessors influence results: Evidence on enumerator effects and educational impact evaluations
Topics: MethodsA significant share of education and development research uses data collected by workers called “enumerators.” It is well-documented that “enumerator effects”—or inconsistent practices between the individual people who administer measurement tools— can be a key source of error in survey data… more →
Can learning be measured by phone? Evidence from Kenya
Topics: MethodsSchool closures induced by COVID-19 placed heightened emphasis on alternative ways to measure student learning besides in-person exams. We leverage the administration of phone-based assessments (PBAs) measuring numeracy and literacy for primary school children in Kenya, along with in-person… more →
A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya
Topics: Student LearningCovid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call… more →
Can Camp Get You Into a Good Secondary School? A Field Experiment of Targeted Instruction in Kenya
Access to quality secondary schooling can be life-changing for students in developing contexts. In Kenya, entrance to such schools has historically been determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a high priority for Kenyan families and… more →