RESEARCH

Publications

Rodriguez-Segura, D. (2022). A closer look at reading comprehension: experimental evidence from Guatemala. Forthcoming in the International Journal of Educational Development, 93, 102630. https://doi.org/10.1016/j.ijedudev.2022.102630 [Abstract] [Pre-registration]

Schueler, B., & Rodriguez-Segura, D. (2022). A cautionary tale of tutoring hard-to-reach students in Kenya. Forthcoming in the Journal of Research on Educational Effectiveness. [Abstract] [Draft] [Pre-registration

Rodriguez-Segura, D. (2021). EdTech in developing countries: A review of the evidence. The World Bank Research Observer. https://doi.org/10.1093/wbro/lkab011 [Abstract] [Accepted draft] [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, 100064. https://doi.org/10.1016/j.deveng.2021.100064 [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, 84, 102411. https://doi.org/10.1016/j.ijedudev.2021.102411 [Abstract] [Accepted version] [Blog post: RISE Programme]

Schueler, B. E., & Rodriguez-Segura, D.. (2020). Can camp get you into a better secondary school? A field experiment of targeted instruction in Kenya. Education Finance and Policy. Just accepted, 1-56. https://doi.org/10.1162/edfp_a_00322[Abstract] [Policy brief] [Media coverage: WISE]

Rodriguez-Segura, D. (2020) Strengthening early literacy skills through social promotion policies?  Intended and unintended consequences in Costa Rica. International Journal of Educational Development, 77, 102243. https://doi.org/10.1016/j.ijedudev.2020.102243 [Abstract] [Download: data, replication code

Working papers

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 

Rodriguez-Segura, D., and Schueler, B. E. (2022). Can learning be measured by phone? Evidence from Kenya. (EdWorkingPaper: 22-517). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/gc6v-qv41

 

Rodriguez-Segura, D., and Schueler, B. E. (2022). Assessors influence results: Evidence on enumerator effects and educational impact evaluations. (EdWorkingPaper: 22-586). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/hfgf-3404

Works-in-progress

Youdi Schipper, Daniel Rodriguez-Segura. "Teacher Incentives and Attendance: Evidence from Tanzania".  [Abstract] 

Daniel Rodriguez-Segura, Beth Schueler, Ben Castleman. "Can parental nudges improve early literacy in Sub-Saharan Africa?" (in implementation phase) [Pre-registration]

Daniel Rodriguez-Segura, Tim Sullivan, Anne Pinnell, Sean Geraghty, Clotilde de Maricourt. "Improving pedagogy at-scale in low-income countries: evidence from Liberia" (in implementation phase) [Pre-registration]

Other writing

Rodriguez-Segura, D. (2021, September 4). Cómo mejorar la educación primaria. La Nación, Costa Rica. 

 [Online article - gated] [Ungated PDF]