Researchers evaluated the impact of providing easy-to-remember and easy-to-adopt rules of thumb to microentrepreneurs in India in order to help improve their businesses performance.

Researchers partnered with banks in three countries to see if removing the costs to opening basic bank accounts would lead to more households opening and using bank accounts. Overall, use of the accounts was low across all three countries, and being offered a free, basic bank account had no impact on savings, expenditures, health, or education. These results suggest that policies focused only on expanding access to basic bank accounts that already exist in given location are unlikely to improve welfare, on average.

In partnership with the Chilean National Fish Service (Sernapesca), researchers conducted a randomized evaluation to test the impact of enforcement visits to fish markets and a consumer information campaign on the illegal sale of hake fish. They found that both the information campaign and enforcement visits reduced hake availability and consumption.

Researchers ran a large randomized credit information training program that described the existence and workings of the bureau to the clients of this lender. The results indicate that the credit bureau generated large efficiency gains for the lender, and that these gains were augmented when borrowers understood the rules of the game.

Researchers examined the impact of a program that offered financial merit awards combined with academic support services on the learning outcomes of Canadian university students. Results suggest that the impact of such incentives was modest.

Researchers evaluated the effect of distributing “value-added” teacher evaluations to principals in New York City. Their findings suggest that principals found the reports useful and used them to inform their overall perceptions of teacher effectiveness.

In Mozambique, researchers conducted a randomized evaluation to test whether teaching about Covid-19 prevention and/or financial learning incentives enhanced participants’ knowledge related to Covid-19. They found that both interventions improved Covid-19 knowledge separately and, moreover, financial incentives complemented teaching to further improve knowledge about Covid-19.