Research Papers

Andreas de Barros, Alejandra Campos Quintero, Paul Glewwe, Nikhil Kumar, Laure Lépine (2026). Developing Socioemotional Skills in Early Adolescence: Experimental Evidence from Morocco's Public Schools. Journal of Development Economics (cond. accepted).

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Andreas de Barros, Alejandra Campos Quintero, Najiba El Amrani Mida, Paul Glewwe, Nikhil Kumar, Laure Lépine (2026). Beyond Basics: Whole-School Reform and Early Adolescent Development. CEGA Working Paper.

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Andreas de Barros, Theresa Lubozha (2026). Targeting Foundational Skills at Scale: Skill Specificity and Transfer. CESifo Working Paper.

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Irma Arteaga, Andreas de Barros, Alejandro J. Ganimian (2025). The Challenges of Scaling up Effective Child-Rearing Practices Using Technology in Developing Settings: Experimental Evidence From India. Journal of Research on Educational Effectiveness.

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Andreas de Barros, Junita Henry, Jacqueline W. Mathenge (2024). What Drives Teachers to Change Their Instruction? A Mixed-Methods Study from Zambia. Comparative Education Review.

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Andreas de Barros, Johanna Fajardo-Gonzalez, Paul Glewwe, Ashwini Sankar (2024). The Limitations of Activity-Based Instruction to Improve the Productivity of Schooling. The Economic Journal.

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Alice Danon, Jishnu Das, Andreas de Barros, Deon Filmer (2024). Cognitive and Socioemotional Skills in Low-Income Countries: Measurement and Associations with Schooling and Earnings. Journal of Development Economics.

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Felipe Barrera-Osorio, Andreas de Barros, Deon P. Filmer (2023). Long-Term Impacts of Primary School Scholarships: Evidence from Cambodia. Journal of Policy Analysis and Management.

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Andreas de Barros, Alejandro J. Ganimian (2023). Which Students Benefit from Computer-Based Individualized Instruction? Experimental Evidence from Public Schools in India. Journal of Research on Educational Effectiveness.

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Andreas de Barros, Alejandro J. Ganimian (2023). The Foundational Math Skills of Indian Children. Economics of Education Review.

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Andreas de Barros (2022). Explaining the Productivity Paradox: Experimental Evidence from Educational Technology. Annenberg Institute EdWorkingPaper.

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Andreas de Barros, Alejandro J. Ganimian, Anuja Venkatachalam (2022). Which Students Benefit from Independent Practice? Experimental Evidence from a Math Software in Private Schools in India. Journal of Research on Educational Effectiveness.

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Noam Angrist, Andreas de Barros, Radhika Bhula, Shiraz Chakera, Chris Cummiskey, Joseph DeStefano, John Floretta, Michelle Kaffenberger, Benjamin Piper, Jonathan Stern (2021). Building Back Better to Avert a Learning Catastrophe: Estimating Learning Loss from COVID-19 School Shutdowns in Africa and Facilitating Short-term and Long-term Learning Recovery. International Journal of Educational Development.

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Felipe Barrera-Osorio, Andreas de Barros, Sarah Dryden-Peterson, Bethany Mulimbi, Nozomi Nakajima, Paola Uccelli (2020). Levers for Learning: Relationships between School-Level Factors and Literacy Outcomes in Low-Income Schools in Colombia. Comparative Education Review.

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