Upcoming Events

The 3ie-IFPRI seminar series is designed to highlight innovative papers on impact evaluation and facilitate discussion of new impact evaluation research. The seminars are held on one Thursday of each month from 12:00-1:30pm at IFPRI’s Washington DC headquarters (2033 K St. NW). To RSVP to any event, please contact Julie Lang (j.lang@cgiar.org)

December 8: Experimental Evidence on the Long-Term Impacts of a Youth Training Program
Speakers: Laura Ripani, Inter-American Development Bank
Discussant: Eric Djimeu, International Initiative for Impact Evaluation (3ie)
12:00 -1:30pm
Conference room 7AB
View the webcast here.

Abstract: This paper presents the results of a randomized controlled trial on the long-term impacts of a youth training program in the Dominican Republic. The empirical analysis estimates labor market impacts six years after the training – including long-term labor market trajectories of young people – and, it is one of the first experimental long-term evaluations of a youth training program outside the US. We are able to track a representative sample of more than 3,200 youths at the six-year follow-up. Our empirical findings document significant impacts on the formality of employment, particularly for men, and impacts for both men and women in Santo Domingo, the capital of the Dominican Republic. The long-term analysis shows that these impacts are sustained and growing over time. There are no impacts on average employment, which is consistent with the low unemployment in countries with high informality and no unemployment insurance. Looking at the local labor market context, the analysis suggests that skills training programs work particularly well in more dynamic local contexts, where there is actual demand for the skills provided.

January 26: Scripted lesson plans and improving early-grade reading: Experimental evidence from South Africa
Speakers: Jacobus Cilliers, Georgetown University
Discussant: Julian Cristia, Inter-American Development Bank
12:00 -1:30pm
Conference room 7AB
View the webcast here.

Abstract: Scripted lesson plans have great potential to improve teaching practice in resource- and capacity constrained settings, but there are risks that they undermine teachers’ autonomy to cater teaching to the level of the child, especially if lesson plans require adherence to an overly-ambitious curriculum. We present midline results of a randomized evaluation of two different programs aimed at improving early-grade reading in poor schools in South Africa. Both programs provide teachers with scripted lesson plans and supporting reading materials, but they differ in the mode of implementation. In some schools (Training) teachers receive two two-day training sessions over the course of the year. In other schools (Coaching), teachers also receive monthly visits from specialized reading coaches. We find that after only 9 months of implementation both the Training and Coaching interventions had a positive impact on reading proficiency, by 0.13 and 0.14 standard deviations respectively. Teachers are also more likely to provide individualized assessment and assign pupils to reading groups within the classroom based on ability. Furthermore, there is substantial pupil-level heterogeneity, mediated by class size: Pupils who performed badly at baseline do not benefit from the program, but this trend is reversed in larger classes. We discuss potential mechanisms underlying this heterogeneity.

2 Responses to Upcoming Events

  1. Tsegaye says:

    who are elligeble attendee for the DC seminars

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