Daniel Rodriguez-Segura
RESEARCH
Publications
Rodriguez-Segura, D., and Schueler, B. E. (2023). Assessors influence results: Evidence on enumerator effects and educational impact evaluations. Journal of Development Economics. [Abstract] [Working paper version]
Rodriguez-Segura, D., and Schueler, B. E. (2022). Can learning be measured by phone? Evidence from Kenya. Economics of Education Review. [Abstract] [Working paper version] [Policy brief] [Replication files]
Rodriguez-Segura, D. (2022). A closer look at reading comprehension: experimental evidence from Guatemala. International Journal of Educational Development. [Abstract] [Working paper version] [Pre-registration] [Dataset]
Schueler, B., & Rodriguez-Segura, D. (2022). A cautionary tale of tutoring hard-to-reach students in Kenya. Journal of Research on Educational Effectiveness. [Abstract] [Working paper version] [Pre-registration]
Schueler, B. E., & Rodriguez-Segura, D (2022). Can camp get you into a better secondary school? A field experiment of targeted instruction in Kenya. Education Finance and Policy. [Abstract] [Working paper version] [Policy brief]
Rodriguez-Segura, D. (2021). EdTech in developing countries: A review of the evidence. The World Bank Research Observer. [Abstract] [Working paper version] [Online appendix] [Database of edtech studies]
Rodriguez-Segura, D., & Kim, B. H. (2021). The last mile in school access: Mapping education deserts in developing countries. Development Engineering. [Abstract] [Open-source code] [Blog post: Education Commission] [Policy brief for Uganda]
Rodriguez-Segura, D., Campton, C., Crouch, L., & Slade, T. S. (2021). Looking beyond changes in averages in evaluating foundational learning: Some inequality measures. International Journal of Educational Development. [Abstract] [Working paper version] [Blog post: RISE Programme]
Rodriguez-Segura, D. (2020) Strengthening early literacy skills through social promotion policies? Intended and unintended consequences in Costa Rica. International Journal of Educational Development. [Abstract] [Replication files]
Working papers
Rodriguez-Segura, D., and Tierney, S. (2024). The Prevalence and Policy Implications of Between-School Heterogeneity in Learning Outcomes: Evidence from Six Public Education Systems. (EdWorkingPaper: 24-940). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/3psa-e62
Rodriguez-Segura, D., and Mbiti, I. M. (2022). Back to the Basics: Curriculum Reform and Student Learning in Tanzania. RISE Working Paper Series. 22/099. https://doi.org/10.35489/BSG-RISE-WP_2022/099
Schipper, Y., Rodriguez-Segura, D. (2022). Teacher Incentives and Attendance: Evidence from Tanzania. RISE Working Paper Series. 22/121. https://doi.org/10.35489/BSG-RISEWP_2022/121 RISE
Works-in-progress
Daniel Rodriguez-Segura, Beth Schueler, Ben Castleman. "Can parental nudges improve early literacy in Sub-Saharan Africa?" (in analysis phase) [Pre-registration]
Daniel Rodriguez-Segura, Keuna Cho, Michael Kang, Priscilla Lu. "Improving teacher assignment decisions through a GIS algorithm: evidence from Nigeria" (in analysis phase)
Other writing
Rodriguez-Segura, D., Whitcomb, C., (2024). Ahead of the game: improving education systems now to prepare for future disruptions. Asian Development Bank project on Building Resilient Education Systems.
Rodriguez-Segura, D. (2021, September 4). Cómo mejorar la educación primaria. La Nación, Costa Rica.