Researchers conducted a randomized evaluation to test the impact of offering frequent HIV testing on rates of marriage and pregnancy. Offering high-frequency, opt-out HIV testing to young women and their partners changed beliefs of partner’s sexual safety, accelerated marriage, and increased the probability of pregnancy.

Researchers introduced text message reminders to evaluate their effect on Kenyan patients taking their antiretrovirals consistently and not skipping doses. Patients who received weekly text messages were more likely to take their medicine 90 percent of the time and were less likely to skip doses for more than 48 hours than their counterparts in the comparison group.

Training teachers to improve teacher quality and student learning is a common strategy taken by policymakers. In Nepal, researchers conducted a randomized evaluation of a government teacher training program for math and science teachers to evaluate the impact on student learning in secondary schools.

Despite making great strides in expanding access to education, developing countries like India continue to lag in measures of actual student learning. To understand how quality of education mediates learning, this randomized control trial evaluates a pedagogical intervention training science teachers in rural Uttar Pradesh, India. The curiosity-based curriculum emphasizes practical techniques along with foundational principles on effective answer-seeking, guided research, constructive feedback, and peer-to-peer communication. The researchers assess whether active teaching approaches increase student recall of course material, curiosity, student engagement, critical thinking, and other soft skills foundational to developing students’ intrinsic motivation to learn.

Researchers conducted a randomized evaluation to test the impact of providing information to students on their decision to pursue courses and majors in economics at a public university in the United States. The intervention increased male students' likelihood of studying additional economics courses when compared to female students, but the intervention did not impact students’ decision to major in economics, irrespective of gender.