Cilliers, Mbiti, and Zeitlin. “Can public rankings improve school performance? Evidence from a nationwide reform in Tanzania” Journal of Human Resources. 2020.
Cilliers, Fleish, Prinsloo, and Taylor. “How to improve teaching practice? Experimental comparison of centralized training and in-classroom coaching.” Journal of Human Resources (2019)
Cilliers, Kasirye, Leaver, Serneels, and Zeitlin. “Pay for locally monitored performance? A welfare analysis for attendance in Ugandan primary schools”. Journal of Public Economics 167 (2018): 69-90.
Baum, D. & Cilliers, J. “Private schools vouchers for expanding secondary school access? The case of Tanzania” International Journal of Educational Management. 32.7 (2018): 1307-1318.
Cilliers, Dube, and Siddiqi. “Reconciling after Civil Conflict Increases Social Capital but Decreases Individual Wellbeing” Science. 352.6287 (2016): 787-794.
Cilliers, Dube, and Siddiqi. “The White-Man Effect: How Foreigner Presence Affects Behavior in Experiments.” Journal of Economic Behavior and Organization,. 118 (2015): 397-414.
Link to blog post
Cilliers, Dunford, and Habyarimana. “What do education local bureaucrats do to boost learning?” RISE Working Paper Series
Status: Conditional Accept
Cilliers, Fleisch, Kotze, Mohohlwane, Taylor, and Thulare. “Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa“. RISE Working Paper Series Link to video presentation.
Status: Under review
Cilliers, Fleisch, Kotze, Mohohlwane, Thulare Taylor. “The Challenge of Sustaining Effective Teaching: Spillovers, Fade-out, and the Cost-effectiveness of Teacher Development Programs” gui2de Working Paper
Status: Revise and Resubmit
Barrera-Osorio, Cilliers, Cloutier, and Filmer. 2021. “Heterogenous teacher effects of two incentive schemes: Experimental evidence from a low-income country” World Bank Policy Research Working Paper
“School inspectors and school quality: Experimental evidence from Tanzania”. With James Habyarimana.
Abstract We report on a randomized evaluation of a school management reform program in Tanzania, rolled out to all schools in the country over a period of two years. Government officers (previously known as school inspectors) visit schools and produce a set of diagnostics and recommendations to improve school quality that are shared with all stakeholders. We evaluate the program in a nationally representative sample of 397 schools, with 199 schools assigned to the control. In a subset of treated schools we encourage additional monitoring by the local government front-line education officers by short-circuiting the information flow between the two separate ministries. We document three main findings from the midline survey. First, head teachers exposed to the additional monitoring revised downwards their beliefs about the quality of school leadership at the start of 2019 (i.e. prior to when most schools received the visit). There were no commensurate changes in beliefs about the quality of teaching or extent of community engagement. Second, teacher presence increased by 7.9 percentage points and teaching practice improved. We find no evidence of improvements in school management, community involvement, nor the overall quality of the school environment. Third, there was a modest improvement in student learning of 0.05SD in Kiswahili, but no improvements in mathematics.
“The Proliferation of Administrative Units and Education Performance: Evidence from a Natural Experiment in Tanzania” with James Habyarimana and Ken Opalo
Abstract Over the past decade there has been a proliferation of sub-national administrative units in developing countries, which coincided with a deepening of decentralized public service delivery. Very little is known about the impact of this process on the quality of public services. We test for this in the context of education in Tanzania, using a difference-in-difference methodology that compares changes in exam performance for schools located in Local Government Areas (LGAs) that sub-divided into smaller units, with schools residing in LGAs that did not. We find that this process improved school exam performance, but also reduced number of exam-sitters. There is no evidence of changes in per-school expenditure or teacher allocation.
“Clientelism and political party strength: evidence from a list experiment in Tanzania”
“Demand for and impacts of mobile phone-based index insurance in agriculture: Experimental evidence from Kenya.” With Andrew Zeitlin and Billy Jack. Pre-analysis plan registered at AEA RCT Registry.
Experimental comparison of different modalities of providing online teacher training in Indonesia. With Deon Filmer and Noah Yarrow
Experimental evaluation of teacher professional development reform in Mozambique. With Ezequiel Molina.
Cilliers, J. and Oza, S. 2020. “The Motivations, Constraints, and Behaviour of Tanzania’s Frontline Education Providers”. RISE Insight Series. 2020/023. Available here
Cilliers, J. 2020. “How to Support Students When Schools Reopen?” RISE Insight Series. 2020/018. Available here
“Monitoring the Big Results Now in Education Program” 2017 Available here