Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Isaac Mbiti"'
Publikováno v:
The Economic Journal.
We use a nationally representative field experiment in Tanzania to compare two teacher performance pay systems in public primary schools: a ‘pay-for-percentile’ system (a rank-order tournament) and a ‘levels’ system that features multiple pro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df6cefd8eb27482eaa2d298ab92e34c0
https://doi.org/10.1093/ej/uead010
https://doi.org/10.1093/ej/uead010
School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5156600353418ddb425fe12992d0a3cd
https://doi.org/10.35489/bsg-rise-ri_2022/044
https://doi.org/10.35489/bsg-rise-ri_2022/044
Autor:
Danila Serra, Isaac Mbiti
Publikováno v:
Experimental Economics. 25:514-556
We examine the effectiveness of accountability systems that rely on patient reporting in Kenyan health clinics. Patients and health care providers from public and private health clinics participate in a lab-in-the field experiment focusing on the rel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8af5ace0e933fc976a5d521105db3c5d
https://doi.org/10.1007/s10683-021-09721-y
https://doi.org/10.1007/s10683-021-09721-y
Autor:
Daniel Rodriguez-Segura, Isaac Mbiti
In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ad6b9b5c7c67624328a68398e96d6842
https://doi.org/10.35489/bsg-rise-wp_2022/099
https://doi.org/10.35489/bsg-rise-wp_2022/099
Publikováno v:
SSRN Electronic Journal.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::30ddc050bb8142d34e21495a4ce43cc3
https://doi.org/10.2139/ssrn.4129184
https://doi.org/10.2139/ssrn.4129184
In 2013, Tanzania introduced “Big Results Now in Education” (BRN), a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance for 2011–2016, we iden
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0253405f0f393a2e383a16cf3ded38c7
Autor:
Isaac Mbiti, Youdi Schipper
This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grant program, a teacher performance pay program and a combination of both programs. The exper
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b93320a70b3f9c8ee155866ca2225896
Autor:
Isaac Mbiti, Karthik Muralidharan, Mauricio Romero, Youdi Schipper, Constantine Manda, Rakesh Rajani
Publikováno v:
The Quarterly Journal of Economics. 134:1627-1673
We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3127a2ee0196f8bbcda721062b343557
https://doi.org/10.1093/qje/qjz010
https://doi.org/10.1093/qje/qjz010
We use a field experiment in Tanzania to compare the effectiveness on learning of two teacher performance pay systems. The first is a Pay for Percentile system (a rank-order tournament). The second rewards teachers based on multiple proficiency thres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f2b3689abc881589c8516cf76bc28e9d
https://doi.org/10.3386/w25903
https://doi.org/10.3386/w25903