Institution
Columbia University, Teachers College
Email
eble@tc.columbia.edu
Alex Eble
EdWorkingPapers
When your bootstraps are not enough: How demand and supply interact to generate learning in settings of extreme poverty
How much does family demand matter for child learning in settings of extreme poverty? In rural Gambia, families with high aspirations for their children’s future education and career, measured before children start school, go on to invest substantially more than other families in the early years… more →
Signals, Information, and the Value of College Names
Colleges can send signals about their quality by adopting new, more alluring names. We study how this affects college choice and labor market performance of college graduates. Administrative data show name-changing colleges enroll higher-aptitude students, with larger effects for alluring-but-… more →
Aspirations, Education, and Extreme Poverty
Aspirations shape important future-oriented behaviors, including educational investment. Higher family aspirations for children predict better educational outcomes in multiple developing countries. Unfortunately, aspirations sometimes outstrip people's ability to pursue them. We study the… more →
How important are beliefs about gender differences in math ability? Transmission across generations and impacts on child outcomes
We study the transmission of beliefs about gender differences in math ability from adults to children and how this affects girls’ academic performance relative to boys. We exploit randomly assigned variation in the proportion of a child’s middle school classmates whose parents believe boys are… more →
How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in The Gambia
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining several distinct interventions… more →
Child beliefs, societal beliefs, and teacher-student identity match
Children routinely benefit from being assigned a teacher who shares an identity with them, such as gender or ethnicity. We study how student beliefs impact teacher-student gender match effects, and how this varies across subjects with different societal beliefs about differential ability by… more →