School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools

Duflo, Esther; Dupas, Pascaline; Kremer, Michael

doi:10.1016/j.jpubeco.2014.11.008

Cited by 214 publications

(73 citation statements)

References 34 publications

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“…The article by Duflo et al. () was published three years after this controversy. It only mentions Bold et al.’s work (which has still not been published) in passing, without drawing any particular conclusions from it as to the internal validity of RCTs.…”

Section: Critiques Of the Method: From Theory To Implementationmentioning

confidence: 99%

All that Glitters is not Gold. The Political Economy of Randomized Evaluations in Development

Bédécarrats¹,

Guérin²,

Roubaud³

2017

Development and Change

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Randomized control trials (RCTs) have a narrow scope, restricted to basic intervention schemes. Experimental designs also display specific biases and political uses when implemented in the real world. Despite these limitations, the method has been advertised as the gold standard to evaluate development policies. This article adopts a political economy approach to explore this paradox. It argues that the success of RCTs is driven mainly by a new scientific business model based on a mix of simplicity and mathematical rigour, media and donor appeal, and academic and financial returns. This in turn meets current interests and preferences in the academic world and the donor community.

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Section: Critiques Of the Method: From Theory To Implementationmentioning

confidence: 99%

All that Glitters is not Gold. The Political Economy of Randomized Evaluations in Development

Bédécarrats¹,

Guérin²,

Roubaud³

2017

Development and Change

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“…Thus, it does not increase sovereign rents.” Thus, providing aid through nonstate entities tends to be more effective in promoting the general welfare in recipient countries, particularly in recipients with weak governance (Dietrich, ; Acht, Mahmoud, and Thiele, ). Duflo, Dupas, and Kremer () find that, in Kenya, NGO‐administered schools outperform government‐run education facilities. Bueno de Mesquita and Smith :261) suggest that NGOs have proven to be far more effective in delivering basic healthcare and primary education using aid resources than recipient government bodies.…”

Section: Donor Motives and Effects Of Aid In Recipient Statesmentioning

confidence: 99%

Power Politics and Foreign Aid Delivery Tactics

Adhikari

2019

Social Science Quarterly

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Objective This article explores the influence of aid recipient countries’ U.N. General Assembly voting on the amount of government‐to‐government economic assistance they receive from donor countries. I argue that major power donor states are swayed by recipient states’ voting records, while minor donors do not take U.N. General Assembly voting into consideration while formulating their aid policies. Method To explore the relationship, I utilize newly available, disaggregated foreign aid data. Result I find considerable empirical support for the assertion that dissimilar voting in the U.N. General Assembly results in less government‐to‐government aid from major power donors but has no effects on aid provided by minor power donors. Conclusion The findings show that foreign aid policies are based on donor countries’ position in the international system, where major power donors base their aid decisions mostly on strategic goals; minor power donors, on the other hand, prioritize recipient needs while formulating their foreign aid policies.

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“…In the Kenya study, Duflo, Dupas et al. (2012, ) evaluated a programme that provided randomly selected schools an extra first grade contract teacher, reducing the class size from about 80 to about 40. The authors use this experiment to estimate the impacts of two distinct policy interventions: (1) A class size reduction when the class is taught by a regular civil service teacher; and (2) Being taught, in a relatively ‘small’ class of about 40 students, by a contract teacher (compared with being taught by a regular civil service teacher).…”

Section: Analysis Of Interventions That Improve Learning Outcomesmentioning

confidence: 99%

What education policies and programmes affect learning and time in school in developing countries? A review of evaluations from 1990 to 2014

Damon

Glewwe

Wisniewski³

et al. 2018

Review of Education

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In this paper we provide a rigorous review of evaluations of education programmes in developing countries. This review is organised to provide guidance to policy-makers by identifying education interventions that are effective, sometimes effective, and not effective and by presenting some information on the cost effectiveness of different types of interventions. We distinguish between interventions' impacts on two types of outcomes: time in schools and learning as measured by test scores. Regarding children's time in school, we find that there are two effective, but admittedly relatively expensive, ways to increase enrolment and attendance: (1) Providing cash transfers conditional on attendance; and (2) Building new schools in communities where schools either do not exist or are far away. We have identified four interventions that have been shown to be effective at increasing test scores: (1) Merit-based student scholarships; (2) Teaching at the right level;(3) Decreasing pupil-teacher ratios; and (4) Building new schools.

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School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools

Cited by 214 publications

References 34 publications

All that Glitters is not Gold. The Political Economy of Randomized Evaluations in Development

All that Glitters is not Gold. The Political Economy of Randomized Evaluations in Development

Power Politics and Foreign Aid Delivery Tactics

What education policies and programmes affect learning and time in school in developing countries? A review of evaluations from 1990 to 2014

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