Published papers

Cilliers, Dube, and Siddiqi. “Reconciling after Civil Conflict Increases Social Capital but Decreases Individual Wellbeing” Science. 352.6287 (2016): 787-794.
Link here

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 here

Working papers

Pay for Locally Monitored Performance? A Welfare Analysis for Teacher Attendance in Uganda”
with Ibrahim Kasirye, Clare Leaver, Pieter Serneels, and Andrew Zeitlin
IZA Discussion Paper
Draft here
Policy Paper here

Scripted lesson plans and improving early-grade reading: Experimental evidence from South Africa.”
with Stephen Taylor, Cas Prinsloo, Brahm Fleisch
Pre-Analysis Plan here
Draft here
This study is registered in the AEA RCT Registry and the unique identifying number is: “AEARCTR-0001749”.

Ongoing research

Who should monitor the (school) monitors? Theory and evidence from a community monitoring experiment in Ugandan primary schools”
with Leave, C. and Zeitlin, A.

Abstract. Community monitoring of public service delivery has great appeal to improve performance through strengthening the “short route” of accountability, but often fails in practice, possibly due to high monitoring costs. In this paper we evaluate a teacher bonus scheme, experimentally varying the identity of a monitor - either the head teacher, or a parent, or both – who is required to submit weekly reports on teacher attendance using a mobile phone. We find the bonus scheme is most effective when the head teacher is responsible for monitoring. There is no impact when parents are the designated monitors, most likely due to high costs of monitoring. They play an important role as auditors though: When parents and head teachers are required to jointly report on attendance, the attendance remains similar in magnitude to the case when only head teachers monitor, but the cost of bonus payments is substantially reduced.

Evaluating Tanzania’s wholesale education reform, “Big Results now in Education”
£4.2m from Department for International Development (DFID)

In collaboration between academics at Georgetown University, Twaweza, University of Dar es Salaam, University of Virginia, and the World Bank, we will track and evaluate the Government of Tanzania’s recent ambitious systems-wide education reforms. During the first phase of the research we will use quasi-experimental methods to retrospectively evaluate the impact of the publication of school rankings on end-of-year exam performance. To further unpack potential theoretical channels of impact, we will measure belief-updating and examine the relationships of support and accountability between parents, schools, district education officers, and elected officials.

Future research

Observing and improving teaching practice in Lebanon.
Funding from Results in Education for All Children (REACH), World Bank

Working with the Lebanese Ministry of Education and Higher Education, we plan to evaluate the impact of a government policy of conducting classroom observation combined with individualized feedback, and compare this with the traditional model of centralized teacher training.

School financing and accountability in Nepal
Funding from Results in Education for All Children (REACH), World Bank

Working with the Nepalese Department of Education, we plan to evaluate the introduction of new performance-based school grants.

Exit Survey (photo courtesy of intern Jeff Steinberg)
Exit Survey (photo courtesy of intern Jeff Steinberg)