Pontificia Universidad Católica de Chile
The Importance of a Helping Hand in Education and in Life
This paper discusses the importance of incorporating personal assistance into interventions aimed at improving long-term education and labor market success. While existing research demonstrates the cost-effectiveness of low-touch behavioral nudges, this paper argues that the dynamic nature of… more →
Socio-economic inequalities in opportunities and participation in in-person learning during the COVID-19 pandemic
The disruption of in-person schooling during the Covid-19 pandemic has affected students’ learning, development, and well-being. Students in Latin America and the Caribbean have been hit particularly hard because schools in the region have stayed closed for longer than anywhere else, with long… more →
Can interactive online training make high school students more entrepreneurial? Experimental evidence from Rwanda
We study the short-run effects of a gamified online entrepreneurship training offered to high school students in Rwanda during the COVID-19 pandemic. Using a randomized controlled trial, we estimate sizeable effects of the 6-week training on entrepreneurial activity. One month after the training… more →
Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design
Growing evidence shows that a student's growth mindset (the belief that intelligence is malleable) can benefit their academic achievement. However, due to limited information, little is known about how a teachers’ growth mindset affects their students’ academic achievement. In this paper, we… more →
Students with Growth Mindset Learn More in School: Evidence from California’s CORE School Districts
While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups.
Self-Management Skills and Student Achievement Gains: Evidence from California’s CORE Districts
Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this… more →