Andreas de Barros
Biographic Data
| ID | 5735000 |
|---|---|
| NAME | Andreas de Barros |
| GIVEN NAMES | Andreas |
| FAMILY NAME | de Barros |
| SIGNATURE | DE BARROS A |
| AFFILIATIONS | Massachusetts Institute of Technology |
| ORCID | 0000-0003-2154-0412 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
What Drives Teachers to Change Their Instruction? A Mixed-Methods Study from Zambia
There is limited evidence on what drives teachers to change their teaching practices. Using primary qualitative data from 78 Zambian education personnel from the school to the provincial level, we combine qualitative thematic analysis with an unsupervised machine-learning technique (topic modeling) to identify drivers of pedagogical shifts. We then combine qualitative analyses with linear probability models to uncover their associations with teac…
The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling
There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school …
The foundational math skills of Indian children
Cognitive and socioemotional skills in low-income countries
Long‐term impacts of primary school scholarships
This randomized trial investigates the long‐term effects of a primary school scholarship program in rural Cambodia. We estimate impacts—9 years after program inception—on educational attainment, cognitive skills, socio‐emotional outcomes, labor market outcomes, and well‐being. Our results point to systematic improvements in educational attainment but no average impacts on long‐term cognitive or socio‐emotional outcomes. A merit‐based (as opposed …
Building back better to avert a learning catastrophe
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold…
Levers for Learning
This study examines the relationships between school processes and literacy in public schools that serve low-income families in a midsize city in Colombia. We focus on four categories of school processes: instructional practice; school-community engagement; well-being of students, teachers, and parents; and community belonging. We present two key results. First, we find considerable variation in literacy performance across schools, despite servin…
Building back better to avert a learning catastrophe
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold…
The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling
There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school …
Cognitive and socioemotional skills in low-income countries
Long‐term impacts of primary school scholarships
This randomized trial investigates the long‐term effects of a primary school scholarship program in rural Cambodia. We estimate impacts—9 years after program inception—on educational attainment, cognitive skills, socio‐emotional outcomes, labor market outcomes, and well‐being. Our results point to systematic improvements in educational attainment but no average impacts on long‐term cognitive or socio‐emotional outcomes. A merit‐based (as opposed …
Levers for Learning
This study examines the relationships between school processes and literacy in public schools that serve low-income families in a midsize city in Colombia. We focus on four categories of school processes: instructional practice; school-community engagement; well-being of students, teachers, and parents; and community belonging. We present two key results. First, we find considerable variation in literacy performance across schools, despite servin…
Building back better to avert a learning catastrophe
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold…
The foundational math skills of Indian children
Cognitive and socioemotional skills in low-income countries
Long‐term impacts of primary school scholarships
This randomized trial investigates the long‐term effects of a primary school scholarship program in rural Cambodia. We estimate impacts—9 years after program inception—on educational attainment, cognitive skills, socio‐emotional outcomes, labor market outcomes, and well‐being. Our results point to systematic improvements in educational attainment but no average impacts on long‐term cognitive or socio‐emotional outcomes. A merit‐based (as opposed …
What Drives Teachers to Change Their Instruction? A Mixed-Methods Study from Zambia
There is limited evidence on what drives teachers to change their teaching practices. Using primary qualitative data from 78 Zambian education personnel from the school to the provincial level, we combine qualitative thematic analysis with an unsupervised machine-learning technique (topic modeling) to identify drivers of pedagogical shifts. We then combine qualitative analyses with linear probability models to uncover their associations with teac…
The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling
There is substantial emphasis on improving classroom practices, primarily through activity-based instruction, to increase the productivity of schooling. We study a large programme that seeks to promote mathematics learning in government primary schools in India. Through a cluster-randomised trial we find that the programme increased activity-based instruction, but yielded only muted impacts on learning. We provide a potential explanation: school …
Psychology (7 works) · Economics (5 works) · Mathematics education (5 works) · Poverty, Education, and Child Welfare (5 works) · School Choice and Performance (5 works) · Economic growth (4 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Cognition (2 works)