J-PAL affiliate Benjamin Olken (MIT) devised a method to measure corruption and used it to evaluate alternative strategies to reduce corruption on Indonesian roadbuilding projects. The evaluation tested two types of strategies: encouraging community participation and increasing the probability of centrally-administered audits. The results suggest that community participation should not be seen as a panacea for corruption, while also demonstrating that even entrenched corruption can be reduced.

To examine these issues, researchers randomly assigned 49 villages in Indonesia to choose local infrastructure projects through either a direct election or a representative-based meeting. Choosing local infrastructure projects by direct election, rather than through representatives, had a small effect on the types of projects selected but a large impact on citizen satisfaction.

Researchers examined whether increasing community oversight and participation could improve education outcomes in Uttar Pradesh, India. Mobilizing community members to monitor local schools through Village Education Committees did not increase participation in school governance or improve education outcomes, but training local volunteers to teach basic reading outside school had a positive impact on student learning.

Researchers studied the impact of a community driven development program in Sierra Leone in the short and long-run and contrasted it with a technocratic approach to delegate the management of development projects to high skill individuals. In the short term, the CDD program increased the stock of higher quality local public goods, but did not lead to fundamental changes in local institutions or decision-making in the shorter term. The technocratic selection intervention improved local project management relative to the traditional status quo and the long-term institutional reform through the CDD intervention.

Researchers are conducting a randomized evaluation to test the impact of providing a new technology--smart meters--on consumer payments and service quality. Research is ongoing; results are forthcoming.

The researchers aim to understand the role that digital cash transfers can play as a policy tool both to increase household resilience during the pandemic and to stem the spread of the disease by increasing adherence to social distancing in Ghana.

Researchers conducted a randomized evaluation with the Indonesian government that compared self-targeting to automatic screening in the context of a conditional cash transfer program. Requiring households to apply for a cash transfer program in Indonesia discouraged rich households from seeking out benefits and identified a relatively poorer group of beneficiaries.

Can a multi-dimensional program enhance parental involvement and student outcomes? A program implemented in low-income public elementary schools led to improved parental involvement and improved relationships between parents, students, and teachers.

Researchers conducted a randomized evaluation to study the impact of elite capture in a conditional cash transfer program in Indonesia. Elite capture existed in some programs, but the welfare losses created were small, suggesting that improving administrative capabilities in targeting methods might be more effective in enhancing social assistance programs than focusing on elite capture.

In Peru, researchers evaluated the impact of a tailored inquiry- and problem-based learning approach on preschoolers’ performance in math. The program improved overall mathematics outcomes, which persisted for some content areas even one year after the program ended.

The Value Added Tax (VAT) system, which generates a paper trail on transactions between firms, facilitated tax enforcement by spreading the impact of enforcement measures up the production chain in a study with over 400,000 firms in Chile.

Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.