Working Papers

Title Author Created Last Edited Tags
A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya

Beth E. Schueler, Daniel Rodriguez-Segura 07/2021 Covid-19-induced school closures generated great interest in tutoring as […]

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Beth E. Schueler and Daniel Rodriguez-Segura July 10, 2021 April 22, 2022 classroom-incentives, Covid-19 Education Research for Recovery, Education outside of school (after school, low-cost, Program and policy effects
Assessors influence results: Evidence on enumerator effects and educational impact evaluations

Beth E. Schueler, Daniel Rodriguez-Segura A significant share of education and development research uses data […]

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Beth E. Schueler and Daniel Rodriguez-Segura June 22, 2022 June 22, 2022 classroom-incentives, Covid-19 Education Research for Recovery, Education outside of school (after school, low-cost, Program and policy effects
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, […]

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Beth E. Schueler and Daniel Rodriguez-Segura January 10, 2020 April 22, 2022 Access and admissions, Education outside of school (after school, Inequality, Program and policy effects, summer…)
Can Education be Standardized Evidence from Kenya

Co-authors: Guthrie Gray-Lobe, Anthony Keats, Michael Kremer, Isaac Mbiti, and Owen Ozier 2019 Nobel Prize-winning […]

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Guthrie Gray-Lobe, Anthony Keats, Michael Kremer, Isaac Mbiti, and Owen Ozier June 22, 2022 June 22, 2022 nobel prize, Program and policy effects, solutions to learning poverty, standardized education
Can learning be measured by phone? Evidence from Kenya

School closures induced by COVID-19 placed heightened emphasis on alternative ways to measure student learning […]

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D. Rodriguez January 18, 2022 May 4, 2022 Administration, Evidence, lesson-delivery, numeracy and literacy, phone-based assessments (PBAs)
Cross-Age Tutoring Experimental Evidence from Kenya

Abstract Tailoring teaching to students’ learning levels can improve learning outcomes in low-income countries. Cross-age […]

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M. Romero, L. Chen and N. Magari January 26, 2022 April 25, 2022 Cross-age tutoring, cross-grade, Evidence, Learning outcomes, low-tech, motivational behavioural, Tutoring

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