Suchergebnisse

Abstract
The canonical consumer demand model predicts that as the price of a substitute decreases, quantity demanded for a good decrease. In the case of demand for sexual activity and availability of alternative leisure activities, popular culture expresses this prediction as "television kills your sex life." This paper examines the association between television ownership and coital frequency using data from nearly 4 million individuals in national household surveys in 80 countries from 5 continents. The results suggest that while television may not kill your sex life, it is associated with some sex life morbidity. Under our most conservative estimate, we find that television ownership is associated with approximately a 6 % reduction in the likelihood of having had sex in the past week, consistent with a small degree of substitutability between television viewing and sexual activity. Household wealth and reproductive health knowledge do not appear to be driving this association.

One in five Zambian children lives with an HIV/AIDS-infected adult. We estimate the effect that the availability of adult antiretroviral therapy (ART) has on the health of such children. Using a triple difference specification, we find that adult access to ART resulted in increased weight-for-age and decreased incidence of stunting among children younger than 60 months who resided with an infected father or other infected adult in an intact household. Because the increased availability of adult ART in sub-Saharan Africa has multigenerational effects, cost-effectiveness estimates restricted to direct recipients understate the economic benefit of the treatment.

School choice systems designed to help disadvantaged groups might be hindered by information asymmetries. Kenyan elite secondary schools admit students from the entire country based on a national test score, district quotas, and stated school choices. We find even the highest ability students make school choice errors. Girls, students with lower test scores, and students from public and low quality schools are more likely to make such errors. Net of observable demographic characteristics, these errors are associated with a decrease in the probability that a student is admitted to an elite secondary school, relegating them to schools of lower quality.

Abstract
We partnered with the Ghanaian government to simultaneously test four methods of increasing achievement—assistant-led remedial pull-out lessons, remedial after-school lessons, smaller class sizes and teacher-implemented partial day tracking—in schools with low and heterogeneous student achievement. The interventions increased student learning by about 0.1 standard deviations, rising to 0.4 standard deviations when adjusting for imperfect implementation, with no effects on attendance, grade repetition or drop-out. Test score increases were larger for girls. Test score gains persisted after the program ended. Assistants implemented the program with higher fidelity than teachers, although their fidelity decreased over time while teacher fidelity marginally improved.

Although school choice programs are common, we know little about the underlying decision-making processes. In this study, we randomly assigned 900 junior high schools in Ghana, a country with universal secondary school choice, to 1 of 3 treatment arms: (1) information to students, (2) information to students and guardians, and (3) control group. We observe changes in beliefs, behaviors, and the decision maker's identity through a survey of guardians. Our intervention increased the likelihood that guardians were involved with and informed about the school selection process. Moreover, specifically targeting guardians led to significantly larger changes for most outcomes.

In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention that authorities direct to a school when its students perform poorly on the primary leaving exams that governments use to certify primary completion and eligibility for secondary school. We report the results of an experiment in rural Uganda that sought to reduce dropout rates in grade six and seven by offering bonus payments to grade six teachers that rewarded each teacher for the performance of each of her students relative to comparable students in other schools. Teachers responded to this Pay for Percentile (PFP) incentive system in ways that raised attendance rates two school years later from .56 to .60. These attendance gains were driven primarily by outcomes in treatment schools that provide textbooks for grade six math students, where two-year attendance rates rose from .57 to .64. In these same schools, students whose initial skills levels prepared them to use grade six math texts enjoyed significant gains in math achievement. We find little evidence that PFP improved attendance or achievement in schools without books even though PFP had the same impact on reported teacher effort in schools with and without books. We conjecture that teacher effort and books are complements in education production and document several results that are consistent with this hypothesis. ; IFPRI5; ISI; CRP2; Capacity Strengthening; 5 Strengthening Institutions and Governance ; PIM; PHND ; Non-PR ; CGIAR Research Program on Policies, Institutions, and Markets (PIM)