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Assessors influence results: Evidence on enumerator effects and educational impact evaluations

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A significant share of education and development research uses data collected by workers called “enumerators.” It is well-documented that “enumerator effects”—or inconsistent practices between the individual people who administer measurement tools— can be a key source of error in survey data collection.

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Can learning be measured by phone? Evidence from Kenya

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The 2020 COVID-19 outbreak induced almost universal school closures around the world, placing heightened emphasis on methods for monitoring student learning at a distance. Even prior to these shutdowns, tracking academic outcomes has historically been challenging for out-of-school children, children living in remote areas or who are mobile, and those experiencing humanitarian or natural disasters.

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Can Camp Get You Into a Better Secondary School? A Field Experiment of Targeted Instruction in Kenya

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Access to quality secondary schooling can be life changing for students in developing contexts. In Kenya, entrance to such schools was historically determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a priority for families and educators.

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