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Evaluation
The Impact of a Gender-Transformative Participatory Intervention on Intimate Partner Violence and HIV Risk Behaviors in Ethiopia
Researchers evaluated the effect of a gender-transformative skills-building program on IPV incidence, HIV risk behaviors, and other health outcomes in rural Ethiopia. Overall, the program led to reductions in IPV when delivered to groups of men, but not when delivered to couples or to women only. Further, across all groups, the program increased support for gender equitable norms, increased equity in intrahousehold decision-making, and reduced HIV risk behaviors.
Person
Asim Khwaja
Asim Ijaz Khwaja is the Sumitomo-FASID Professor of International Finance and Development at the Harvard Kennedy School of Government. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design.
Evaluation
Participation and Regulatory Compliance Amongst Firms in Vietnam
Researchers evaluated whether participating in the law-making process influenced firms’ compliance with regulations in Vietnam. Firms that participated in the drafting of new regulation had more positive views of the government’s regulatory authority, were more likely to allow auditors to examine facilities, and ultimately improved compliance with factory floor regulations.
Evaluation
The Impact of Packaging and Messaging on Adherence to Malaria Treatment in Uganda
Researchers evaluated the effects of different medication packaging and messaging on individuals’ adherence to malaria treatment in Uganda. They found that colorful, “high quality” packaging had no effect, while adding low-cost stickers with simple informative messaging to existing packaging improved adherence.
Evaluation
Term Length and the Effort of Politicians in Argentina
Researchers examined two occasions in which an Argentine Congressional chamber was subject to randomly assigned term lengths as a result of political or constitutional changes. Assignment to a longer term increased overall legislative effort.
Evaluation
More School Resources, Better Teacher Incentives, or Both to Improve Student Learning in Tanzania
Researchers evaluated the impact of providing schools with an unconditional cash grant, a teacher incentive program, or both on student learning. The cash grant had no impact on student learning, while the teacher incentive program had mixed results. However, combining both programs together had an even greater impact on student learning compared to the sum of the effects from each individual component alone.
Evaluation
Land Leases to Semi-Nomadic Herders in Peri-Urban Areas of Mongolia
Herders may change their herding practices to better sustain the land if they own rights to it, which could also translate into bigger and healthier animals, and more income for the herders. In this study, carried out near two cities in Mongolia, researchers evaluated the impact of private property rights on land use and herder income.
Evaluation
Peer Pressure and Educational Investments in the United States
To test whether students’ educational investments are affected by peer pressure, researchers offered high school students the opportunity to sign up for free access to an online SAT preparatory course. Some students were told that their decision to sign up would be public, and others were told that their decision would be kept private. In non-honors classes, sign-up rates were lower for students who were told that their decision would be public. In honors classes, sign-up rates were not affected.
Person
Mary Ann Bates
Research resource
Evaluating technology-based interventions
This resource provides guidance for evaluations that use technology as a key part of the intervention being tested. Examples of such interventions might include automated alerts embedded into an Electronic Medical Record, or a text messaging platform facilitating communication between teachers and...