NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH
loading...

Alexey Makarin

Einaudi Institute for Economics
and Finance (EIEF)
Via Sallustiana, 62
Rome 00187
Italy
Tel: +393470185795

E-Mail: EmailAddress: hidden: you can email any NBER-related person as first underscore last at nber dot org
Institutional Affiliation: Einaudi Institute for Economics and Finance (EIEF)

NBER Working Papers and Publications

May 2020Divided We Stay Home: Social Distancing and Ethnic Diversity
with Georgy Egorov, Ruben Enikolopov, Maria Petrova: w27277
Voluntary social distancing plays a vital role in containing the spread of the disease during a pandemic. As a public good, it should be more commonplace in more homogeneous and altruistic societies. However, for healthy people, observing social distancing has private benefits, too. If sick individuals are more likely to stay home, healthy ones have fewer incentives to do so, especially if the asymptomatic transmission is perceived to be unlikely. Theoretically, we show that this interplay may lead to a stricter observance of social distancing in more diverse and less altruistic societies. Empirically, we find that, consistent with the model, the reduction in mobility following the first local case of COVID-19 was stronger in Russian cities with higher ethnic fractionalization and cities w...
July 2016Can Online Off-The-Shelf Lessons Improve Student Outcomes? Evidence from A Field Experiment
with C. Kirabo Jackson: w22398
There has been a proliferation of websites that warehouse instructional materials designed to be taught by teachers in a traditional classroom. While this new technology has revolutionized how most teachers plan their lessons, the potential benefits of this innovation are unknown. To present evidence on this, we analyze an experiment in which middle-school math teachers were randomly given access to high-quality “off-the-shelf” lessons. Only providing teachers with online access to the lessons increased students’ math achievement by 0.06 of a standard deviation, but providing teachers with online access to the lessons along with supports to promote their use increased students’ math achievement by 0.09 of a standard deviation. Benefits were much larger for weaker teachers, suggesting that ...

Published: Kirabo Jackson & Alexey Makarin, 2018. "Can Online Off-the-Shelf Lessons Improve Student Outcomes? Evidence from a Field Experiment," American Economic Journal: Economic Policy, vol 10(3), pages 226-254. citation courtesy of

 
Publications
Activities
Meetings
NBER Videos
Themes
Data
People
About

National Bureau of Economic Research, 1050 Massachusetts Ave., Cambridge, MA 02138; 617-868-3900; email: info@nber.org

Contact Us