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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 KenyaEducation 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:

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. 

Schipper, Y., Rodriguez-Segura, D. (2022). Teacher Incentives and Attendance: Evidence from Tanzania. RISE Working Paper Series. 22/121. RISE 


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. 

 [Online article - gated] [Ungated PDF]

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