Oregon State University, USA, and IZA, Germany
IZA World of Labor role
Assistant Professor of Economics, School of Public Policy, Oregon State University; Research Fellow, IZA
Development, labor economics, economics of education
Positions/functions as a policy advisor
Short-Term Consultant, World Bank, 2012–2013; Research Associate, United Nations Foundation, Washington DC, 2005; Junior Professional Associate, World Bank, Washington DC 2003–2005.
PhD Economics, University of Michigan, 2011
"U.S. Border enforcement and Mexican immigrant location choice." Demography 52:5 (2015) 1543–1570 (with S. Bohn).
“Financial constraints and girls’ secondary education: Evidence from school fee elimination in the Gambia.” World Bank Economic Review (Forthcoming) (with M. Blimpo and O. Gajigo).
“Non-tuition costs, school access, and student performance: Evidence from the Gambia.” Journal of African Economies, 26:2 (2017): 140–168 (with L. Giordono).
“Prospective analysis of a wage subsidy for Cape Town youth.” Journal of Development Economics 108 (2014): 169–183 (with J. Levinsohn).
"Incentives for teacher relocation: Evidence from the Gambian hardship allowance." Economics of Education Review 41 (2014): 120-136 (with E. Schroeder).
Increasing teacher certification in developing countries is widely believed to improve student performance; yet the evidence suggests otherwiseTodd Pugatch, April 2017Teachers are perhaps the most important determinant of education quality. But what makes a teacher effective? Developing countries expend substantial resources on certifying teachers and retaining those who become certified; moreover, policymakers and aid donors prioritize increasing the prevalence of certified teachers. Yet there is little evidence that certification improves student outcomes. In fact, augmenting a school's teaching corps with contract teachers hired outside the civil service and without formal qualifications may be more effective in boosting student performance.MoreLess