In this paper, Saugato Datta and non-resident fellow Sendhil Mullainathan explore the implications of behavioral economics in policy areas as diverse as health, education, agricultural policy, and the design of cash-transfer programs.
In this paper, Amanda Beatty and Lant Pritchett document the current (slow) rate of improving on learning assessments and explore some of the possibilities for setting more ambitious goals.
The paper outlines potential goal areas based on the original Millennium Declaration, the timeframe for any MDGs 2.0 and attempts to calculate some reasonable targets associated with those goal areas.
These two sets include input data and Stata files to replicate the results in CGD Working Paper 278, “More Money or More Development: What Have the MDGs Achieved?” and CGD Working Paper 297 “MDGs 2.0: What Goals, Targets, and Timeframe?”
Lant Pritchett and Amanda Beatty argue that many education systems are attempting to push children through curricular material faster than their teachers can teach it and their students can learn it. Students fall behind and eventually stop learning. The authors provide a formal model of this phenomenon and provide empirical evidence on its implications.