Over at Let’s Talk Development, I write about an experiment that showed an inspirational movie to Ugandan high school students and led many of them to pass their math exams:
I wrote a couple of items this week around the blogosphere:
Looking for a shortcut to identifying great teachers? You may be out of luck. On new evidence about the relationship between teacher performance on tests and student learning.
“The right data at the right time”: How to effectively communicate research to policy makers. A policymaker from Jamaica’s Ministry of Education shares insights on how to communicate your research.
Over at Let’s Talk Development, I give my take on an interesting new study using school report cards.
Better information to improve service delivery: New evidence
Countries around the world have experimented with “school report cards”: providing parents with information about the quality of their school so that they can demand higher quality service for their children. The results have been mixed. Andrabi, Das, and Khwaja bring a significant contribution to that literature in last month’s American Economic Review with their article, “Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets.”
Here’s the abstract: “We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees.”
Read my take at the original post!
- This morning I posted “What a new preschool study tells us about early child education – and about impact evaluation” over at Development Impact, about an interesting study “Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics,” which is a randomized controlled trial in Delhi, India.
- You can also just watch the researchers explain that paper below.
3. The French version of my post, “A Framework for Taking Evidence from One Location to Another,” based on the work of Mary Ann Bates and Rachel Glennerster, is now available: Comment déterminer si un projet avec de bons résultats dans un pays fonctionnera ailleurs ?
4. The Portuguese version of my post, “Are good school principals born or can they be made?” based on the work of Roland Fryer and others, is now available: Os bons diretores da escola nascem ou podem ser criados?
Ben Piper reports on insightful work that he and co-authors have done comparing various education technology intervention in Kenya in terms of both effectiveness (do they improve reading ability?) and the cost-effectiveness (what’s the cost per reading gain?).
When compared to traditional literacy programs, the more intensive ICT interventions did not produce large enough gains in learning outcomes to justify the cost. This is not to say that each of the ICT interventions did not produce improvements in students’ reading ability…. [But] the cost-effectiveness of all of these programs might still be significantly lower than a clear investment in high quality literacy programs…. In additional to monetary cost, an opportunity cost existed…. Many of the teachers, tutors, and students lacked exposure to technology and the time and energy spent on learning how to use the technology reduced the amount of time for instructional improvement activities.
When costs are considered, there are non-ICT interventions that could have larger impacts on learning outcomes with reduced costs; one such option could include assigning the best teachers to the first grade when children are learning how to read, rather than to the end of primary school as many schools do.
Economists will disagree with the standard errors if I understand the specification right: Randomization is at the district level and I don’t believe the authors cluster the standard errors.
But I don’t think that will change the fundamental message here: Even if there are some gains from education technology, we have to ask when they will be most likely to be worth the cost.
Earlier this week I had 20 minutes each to speak to four classes of middle schoolers about my career. I talked about economic development. I used a presentation (available in full here). Given that it was the antepenultimate day of school, the students and teachers appeared very engaged.
- I showed the students four families from Gapminder’s Dollar Street initiative — one from India, one from Burundi, one from Ukraine, and one from Colombia, and I had students vote (by raised hands) on which family they expected was poorest and which was wealthiest.
2. Then I introduced the four families in turn, and I expressed their monthly income in terms of the price of school lunches at the middle school where I was speaking. (The Ukrainian family’s monthly income was the equivalent of 3,100+ school lunches, more than the most insatiable student should ever consume.)
3. Having highlighted the massive gaps in income between families, I invited the students to vote (again, by raised hands) on the number of people in the world currently in extreme poverty. Hint: According to the latest estimates from Cruz et al. (2015), we’re at 700 million.
4. Then I showed — in two ways — how much poverty has decreased over time. First I showed the figure below from Our World in Data. I also showed the evolving chart on income and life expectancy from Gapminder. (Technical difficulties precluded showing the actual evolution over time, but at least I could show screenshots of the beginning and the end.)
5. I then highlighted geographical concentrations of poverty.
6. Then I gave two very simple definitions of economics:
- Macro: Why are some countries rich and others poor
- Micro: How can poor families get out of poverty?
7. What does economic growth look like? Here’s some of the variation, where countries on the top left are those that grew the most: low income in 1960, high income in 2014.
8. I then invited the students to suggest what makes countries grow. We talked about a few possibilities.
9. We then returned to the growth map and differentiated between two high-growth countries: South Korea, which produces goods for trade (I had all the students with Samsung devices raise their hands) versus Equatorial Guinea, which produces a natural resource for trade (oil). We talked about the different implications for inequality.
10. I then talked through the two objectives of the World Bank: to encourage growth and to end extreme poverty. (To be more precise, the “twin goals” are to encourage “shared prosperity” — growth that benefits the bottom 40% of the population — and to end extreme poverty.)
11. Then, since education is an area I work in actively, I highlighted the relationship between learning and economic growth, using data from Hanushek et al. (2008).
12. I then asked how many of the 7th graders could read a sentence: All of them claimed that ability. I then showed data from the Early Grade Reading Barometer on the percentage of 2nd graders in various countries who couldn’t read a single word, which of course predicts future literacy.
13. I talked about what I do specifically, with a few examples (including a few funny stories).
14. And finally, I talked them through how I got to my current job and reminded them that it’s not just economists working in international development.
Many thanks to all those who gave suggestions. I used several of them and would have enjoyed using others if I’d had more time (either to prepare or with the classes).
The next day, I received a number of thank you notes from students. This one took the cake.