Researchers evaluated the impact of immediately following up an early childhood development intervention for one-to-three-year-old children with a second intervention for three-to-six-year-olds. The early and late interventions each increased IQ and school readiness for children, although there was not enough evidence to determine whether offering both programs was more effective than offering one.

In Turkey, researchers evaluated the impact of a new pedagogical approach aimed at cultivating primary school students’ curiosity, particularly in science, to improve learning outcomes. Students whose teachers adopted the approach displayed greater curiosity, ability to retain knowledge, and science test scores, with effects persisting into middle school years.

International remittances are an important financial tool for many developing countries, and many organizations offer financial products or financial education services to help families manage the remittances they receive. Researchers provided families with financial products and financial education in the Philippines to test whether the two services influenced each other.

Researchers worked with public elementary schools in Istanbul to measure the effects of a “grit curriculum” on fourth-grade students’ perseverance, competitiveness, and test scores. Students who were exposed to the grit curriculum in 2013 earned higher scores on math exams, and the program also reduced the gender gap in competitiveness by encouraging girls who were likely to succeed to compete.

Researchers partnered with the Munich Opera House to conduct a randomized evaluation measuring the impact of a large-scale mail fundraising scheme on the frequency and amount of donations. While neither the presence of a lead donor nor differences in matching schemes affected the response rate to the mailer, having a lead donor nearly doubled the average amount donated.

Researchers introduced an educational program focused on teaching patience to evaluate the impact on students’ decision-making and willingness to wait for a future reward over the present. Students assigned to the program demonstrated more patient decision-making, which persisted almost three years after the program. Students were also less likely to receive low behavior grades.

Researchers tested the independent impact of two channels, social learning (when someone purchases an asset after a peer expresses a desire to purchase the same asset) and social utility (when someone feels he can gain more from an asset because his peer owns it), on financial decisions in Brazil. Both social learning and social utility had significant effects on decisions to invest in a newly designed real estate asset.

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.

Researchers evaluated the learning impacts of using AI systems to score and comment on essays written for Brazil’s national post-secondary admission exam. In schools where AI technology was introduced, teachers were able to provide more frequent individualized feedback to students, and students’ essay scores improved as a result.

In China, students in districts with average incomes that are below the national average achieve lower levels of learning compared students in wealthier districts. Researchers introduced a computer-assisted learning program (CAL) to classrooms in Shaanxi Province to evaluate its impact on math test scores. The CAL program increased test scores on average and the cost of the program was halved by having two students share a computer. Furthermore, pairing students performing below the class average with students performing above the class average improved the effectiveness of CAL for both types of students.

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.

In Mexico, researchers evaluated a math tutoring intervention and a cognitive behavioral therapy-based (CBT) program that aimed to encourage students to slow their decision-making processes and to improve academic readiness for secondary school students at risk of dropping out. The study found mixed effects on socio-emotional skills among students, and no effect on math test scores, though take-up was limited.

Researchers used two randomized evaluations to identify whether the motive for giving in public can be primarily linked to a desire for prestige (the “image” effect) or a hope that a public gift will influence others (the “signal” effect). They found that a desire to improve social image largely explained why public recognition of contributions to charitable organizations increased individual donations in the United States.

In Uganda, researchers tested whether a school-based savings program reduced dropout rates by enabling students and their families to save for school-related expenses. A version of the program that labeled savings for educational purposes, rather than fully committing money to educational expenses, increased the amount students saved, expenditures on educational supplies, and test scores.