Dhushyanth Raju

Gender Equality, Poverty and Economic Growth

This paper reviews empirical findings from economic analyses of the role of gender equality and womens empowerment in reducing poverty and stimulating growth. Going beyond the large literature documenting the impact of female education on a range of development outcomes, the paper presents evidence on the impact of womens access to markets (labor, land, and credit) and womens decision-making power within households on poverty reduction and productivity at the individual and household level. The paper also summarizes evidence from studies examining the relationship between gender equality and poverty reduction and growth at the macro level. Although micro level effects of gender equality on individual productivity and human development outcomes have been well documented and have important ramifications for aggregate economic performance, establishing an empirical relationship between gender equality and poverty reduction and growth at the macro level has proven to be more challenging. The paper concludes by identifying priority areas for future research.

Child Labor Across the Developing World: Patterns and Correlations

The aim of this study is two-fold. First, based on summary data at the country-level for an unusually large set of developing countries originally obtained from household sample surveys conducted between 1993 and 2003, the authors construct a detailed profile of child economic activity and child labor, attempting, wherever the data permit, to identify similarities and differences across regions and between genders. Second, they link the country-level data on child economic activity and child labor to country-level indicators of the state of economic and social development in the same time period in order to (1) ascertain if cross-country correlations previously identified in the literature are found in the data, and (2) illumine other possible correlations that may exist. As part of this exercise, the authors examine one important relationship that has thus far not been directly investigated in the literature, namely, the cross-country correlation between child labor, agriculture, and poverty.

Evaluating public per-student subsidies to low-cost private schools : regression-discontinuity evidence from Pakistan

This study estimates the causal effects of a public per-student subsidy program targeted at low-cost private schools in Pakistan on student enrollment and schooling inputs. Program entry is ultimately conditional on achieving a minimum stipulated student pass rate (cutoff) in a standardized academic test. This mechanism for treatment assignment allows the application of regression-discontinuity (RD) methods to estimate program impacts at the cutoff. Data on two rounds of entry test takers (phase 3 and phase 4) are used. Modeling the entry process of phase-4 test takers as a sharp RD design, the authors find evidence of large positive impacts on the number of students, teachers, classrooms, and blackboards. Modeling the entry process of phase-3 test takers as a partially-fuzzy RD design given treatment crossovers, they do not find evidence of significant program impacts on outcomes of interest. The latter finding is likely due to weak identification arising from a small jump in the probability of treatment at the cutoff.

Short-Run Learning Dynamics Under a Test-Based Accountability System: Evidence from Pakistan

Low student learning is a common finding in much of the developing world. This paper uses a relatively unique dataset of five semiannual rounds of standardized test data to characterize and explain the short-term changes in student learning. The data are collected as part of the quality assurance system for a public-private partnership program that offers public subsidies conditional on minimum learning levels to low-cost private schools in Pakistan. Apart from a large positive distributional shift in learning between the first two test rounds, the learning distributions over test rounds show little progress. Schools are ejected from the program if they fail to achieve a minimum pass rate in the test in two consecutive attempts, making the test high stakes. Sharp regression discontinuity estimates show that the threat of program exit on schools that barely failed the test for the first time induces large learning gains. The large change in learning between the first two test rounds is likely attributable to this accountability pressure given that a large share of new program entrants failed in the first test round. Schools also qualify for substantial annual teacher bonuses if they achieve a minimum score in a composite measure of student test participation and mean test score. Sharp regression discontinuity estimates do not show that the prospect of future teacher bonus rewards induces learning gains for schools that barely did not qualify for the bonus.

Evaluating the Impact of Public Student Subsidies on Low-Cost Private Schools in Pakistan

Abstract This paper examines the impacts of accountability-based public per-student subsidies provided to low-cost private schools in Punjab, Pakistan on student enrolment and school inputs. Programme entry is contingent on achieving a minimum pass rate on a specially-designed academic test. We use regression discontinuity to estimate impacts on schools that joined the programme in the last entry round (phase 4) before follow-up survey data collection. We find large positive impacts on school enrolment, number of teachers, and other inputs for programme schools near the minimum pass rate.

Health and Nutrition in Urban Bangladesh

Urbanization is occurring at a rapid pace in Bangladesh, accompanied by the proliferation of slum settlements, whose residents have special health needs given the adverse social, economic, and public environmental conditions they face. Over the past 45 years, the country’s health and nutrition policies and programs have focused largely on rural health services. Consequently, equitable access of urban populations—particularly the urban poor—to quality health and nutrition services has emerged as a major development issue. However, the knowledge base on urban health and nutrition in Bangladesh remains weak. To address the knowledge gap, Health and Nutrition in Urban Bangladesh: Social Determinants and Health Sector Governance examines the health and nutrition challenges in urban Bangladesh—looking at socioeconomic determinants in general and at health sector governance in particular. Using a mixed methods approach, the study identifies critical areas such as financing, regulation, service delivery, and public environmental health, among others that require policy attention. The study also proposes specific actions within and outside the health sector to address the issues, providing guidance on their sequencing and the specific responsibilities of government agencies and other actors. This study should be useful to policy makers and practitioners working on urban health and nutrition issues in Bangladesh and in other low- and middle-income countries.

Public School Teacher Management in Sri Lanka

Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education but also that all students obtain a much better education. Raising teacher effectiveness is considered to be crucial for achieving these aims. This article reviews the literature on teacher management in Sri Lanka and points to what may be critical teacher management issues. The article also discusses considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.

Cities, slums, and early child growth : empirical evidence from Bangladesh

This study uses novel household survey data that are representative of Bangladeshs large cities, and of slum and nonslum areas within the cities, to investigate the effects of demographic and socioeconomic factors on early child growth in 2013. The study also decomposes the difference in mean child growth between slum and nonslum areas in 2013, and the increase in mean child growth in slum and nonslum areas from 2006 to 2013. Mothers education attainment and household wealth largely explain the cross-sectional difference and intertemporal change in child growth. Although positive in some cases, the effects of maternal and child health services, and potential health-protective household amenities, differ by the type of health facility, household amenity, and urban area. The results suggest that a focus on nutrition-sensitive programs for slum residents and the urban poor is appropriate.

Child undernutrition in Pakistan : what do we know ?

Pakistan has an extraordinarily high and persistent level of child undernutrition. To effectively tackle the problem, the design of public policies and programs needs to be based on evidence. Toward this end, this paper presents a narrative review of the available empirical and qualitative literature on child undernutrition in Pakistan. It summarizes evidence for the country on, among other things, food consumption, spatial variation and trends in undernutrition rates, levels and effects of generally theorized determinants of undernutrition, and effects of various interventions on undernutrition. Based on patterns revealed in and insights gained from the cumulative evidence, the review lays out considerations and suggestions for further data collection and research, and for policy and practice.

Public School Teacher Management in Sri Lanka: Issues and Options

Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education but also that all students obtain a much better education. Raising teacher effectiveness is considered to be crucial for achieving these aims. This article reviews the literature on teacher management in Sri Lanka and points to what may be critical teacher management issues. The article also discusses considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.