Economics of Education Review

Replication files for "Is the Remedy Worse than the Disease? The Impact of Teacher Remediation on Teacher and Student Performance in Chile"

Data and scripts used in the revised version of AFFIRMATIVE ACTION IN BRAZILIAN UNIVERSITIES: EFFECTS ON THE ENROLLMENT OF TARGETED GROUPS by Renato Vieira and Mary Arends-Kuenning

The ATUS and ACS files are standard put in STATA format. The SurveyResponses STATA file was collected originally for this study.

Data (DFICOIM.dta) and code (Do financial incentives crowd out intrinsic motivation.do) for "Do Financial Incentives Crowd Out Intrinsic Motivation to Perform on Standardized Tests?" by List, Livingston, and Neckermann. In Stata format. Variable descriptions are provided in the do file.

There are two datasets. The first is for the agency-year analysis and the second for the agency-year- day of week analysis.

Replication data, code, and codebooks for "Teaching and incentives: Substitutes or complements" from the project "Accelerating Changes in Norms about Social Distancing to Combat COVID-19". Paper Abstract: Interventions to promote learning are often categorized into supply- and demand-side approaches. In a randomized experiment to promote learning about COVID-19 among Mozambican adults, we study the interaction between a supply and a demand intervention, respectively: teaching via targeted feedback, and providing financial incentives to learners. In theory, teaching and learner-incentives may be substitutes (crowding out one another) or complements (enhancing one another). Experts surveyed in advance predicted a high degree of substitutability between the two treatments. In contrast, we find substantially more complementarity than experts predicted. Combining teaching and incentive treatments raises COVID-19 knowledge test scores by 0.5 standard deviations, though the standalone teaching treatment is the most cost-effective. The complementarity between teaching and incentives persists in the longer run, over nine months post-treatment.

This dataset is compiled from the three waves of household-level data collected from 2009 to 2012 in Tanzania for assessing the impact of cash transfer program in the community. This subset of data allows to replicate the tables and figures presented in the article, "The educational impacts of cash transfers in Tanzania." The detailed description of each variable, sampling procedure, and the intervention are described in this article. This dataset is compiled from the three waves of household-level data collected for the impact evaluation of cash transfers in Tanzania.

Replication Files for The effect of breakfast after the bell on student academic achievement