Deon Filmer’s research while affiliated with World Bank and other places

... In order to tackle the challenges associated with more direct measurement of parental income (or family wealth), researchers introduced additive multi-item scales of home possessions. In educational research, home possessions are considered a proxy indicator for family wealth (Filmer and Scott, 2008), which is an aspect of family SES. Items that indicate what kind of objects a family owns at home are used to measure home possessions. ...

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Measuring family wealth among secondary school students with home possessions indicators: Investigation of dimensionality and measurement problems

... Financial resources constitute a crucial aspect of institutional support; nevertheless, schools frequently necessitate administrative backing to proficiently develop and execute significant career programs (Bruns et al., 2011;Tinto, 2012). Administrative support encompasses the formation of strategic partnerships with local businesses, industries, or organizations to enhance student access to internships, work shadowing opportunities, or guest lectures from professionals across diverse fields. ...

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Factors Affecting the Formation of Career Orientation Capacity for Secondary School Students Through Organizing Experiential Activities

... Aside from these common patterns in all developing countries, there are important differences across and within regions in the ratio of paternal to maternal orphans. Ainsworth and Filmer (2002) 2 found that in West Africa, 4 to 10 percent of school-aged children were paternal orphans, about twice the proportion who were maternal orphans. Relatively few (1.6 percent or less) were two-parent orphans. ...

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The Influence of Orphanhood on Children’s Schooling and Labour: Evidence from Sub Saharan Africa

... The early results were positive, increasing school enrollment by 10 percent and reducing child labor by 17 percent (Lopez-Calva, 2008). In addition, Filmer and Schady (2006) found that a scholarship program for girls in Cambodia making the transition from primary to secondary school had a large, positive effect on enrollment and attendance. ...

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Dropout Prevention Studies in Developing Countries: A Systematic Review and Meta-Analysis

... Our analysis is limited to Ohio brick-and-mortar charter schools in operation prior to the COVID-19 pandemic, and the effectiveness of charter schools varies significantly across the country. 24 Question also remain about longer-term outcomes (e.g., Barrera-Osorio et al., 2024), non-cognitive outcomes (e.g., West et al., 2016), and other industries and types of contracting. It may be, for example, that the subcontracting effects we detect apply only to the subcontracting of core functions (e.g., Pope et al., 2015) or to industries with thick market demand (e.g., Cleveland & Krashinsky, 2009). ...

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For‐profit milk in nonprofit cartons? The case of nonprofit charter schools subcontracting with for‐profit education management organizations

... In Ghana, a Capitation Grant Policy that aimed to reduce education barriers had a positive impact, but progress and retention issues persisted (Pajibo & Tamanja, 2017). In Tanzania, the introduction of fee-free education led to a notable increase in enrolment, but significant challenges have remained, including inadequate infrastructure, teacher quality, and low learning levels (Filmer, 2023;Oketch, 2024). Stakeholders and other actors within the education system may also react to education reforms, sometimes leading to unexpected outcomes. ...

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Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia

... Turning to LMICs, there is a tradition of research on long-term impacts of preschool interventions (Gertler et al., 2014;Jukes, 2005) and considerable research on the long-term impacts of conditional and unconditional cash transfers on learning and post-school outcomes (Araujo et al., 2016;Barham et al., 2013;Barrera-Osorio et al., 2019). Recent studies have also exploited long-term panel data to examine correlations between early grade learning, cognitive skills, and later-life outcomes (Danon et al., 2024;Das et al., 2022). Most relevant to our study, Das et al. (2022) showed that socioeconomic status is a much stronger determinant of secondary school education outcomes than a child's cognitive skills at age 12. ...

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Persistence and Emergence of Literacy Skills: Long-Term Impacts of an Effective Early Grade Reading Intervention in South Africa

... We conducted three online follow-up surveys: the first follow-up was conducted between August and October 2021, an average of 4 months after the conclusion of the training; the second was conducted in February and March 2022, about 10 months after the training; and the final followup was completed in July through September 2022, an average of 15 months after the training. 16 To mitigate the high risk of respondents not completing a long online survey, the questionnaire was relatively short and focused primarily on labor market modules. Participants were compensated for their time with phone credit. ...

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Returns to Soft Skills Training in Rwanda

... Recent approaches highlight additional factors influencing social inequality, including policy shifts and regional integration (Ezcurra & Del Villar, 2021;Acemoglu, 2002). Reductions in social protection programs exacerbate inequality, while trade unions and minimum wages help mitigate it for lower-income groups (Cerra et al., 2021a;Gasparini & Cruces, 2021;Rodríguez-Castelán et al., 2018). These dynamics affect income distribution through wages, capital returns, and firms' regional strategies. ...

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Growth and Inequality Linkages of the Mexican States in the New Century: A Panel Data Approach with Spatially Lagged Variables

... While a recent study by David and colleagues illustrates the extent that the last few years have witnessed teacher strikes in the SSA, "…with salary often at the centre of demands…" [16]. Tanzania has not seen teachers' agitation over salary or working conditions for the past 15 years. ...

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Career progression expectations, achievements, and retention in the classrooms: perceptions of public secondary school teachers in Tanzania