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RESEARCH

Publications

Rodriguez-Segura, D., and Schueler, B. E. (2022). Can learning be measured by phone? Evidence from Kenya. Economics of Education Review[Policy brief] [Working paper version] [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] [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 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). 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]

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