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Évaluer l'impact des programmes d'aide au développement : le rôle des évaluations par assignation aléatoire

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  • Esther Duflo

Abstract

Because programs that have been shown to be successful can be replicated in other countries, while unsuccessful programs can be abandoned, impact evaluations are international public goods : the international agencies should thus have a key role in promoting and financing them. In doing this, they would achieve three important objectives : improve the rates of returns on the programs they support; improve the rates of returns on the programs other policymakers support, by providing evidence on the basis of which programs can be selected ; build long term support for international aid and development, by making it possible to credibly signal what programs work and what programs do not work. The paper argues there is considerable scope to expand the use of randomized evaluations. For a broad class of development programs (although not all of them), randomized evaluation can be used to overcome the problems often encountered when using evaluation practices. First, it discusses the methodology of randomized evaluation through several concrete examples, mostly drawn from India. It then discusses the potential of randomized evaluation as a basis for scaling up. Finally, it discusses current practices and the role international agencies can play in promoting and financing rigorous evaluations.

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Bibliographic Info

Article provided by De Boeck Université in its journal Revue d'économie du développement.

Volume (Year): 19 (2005)
Issue (Month): 2 ()
Pages: 185-226

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Handle: RePEc:cai:edddbu:edd_192_0185

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  1. Joshua Angrist & Alan Krueger, 2001. "Instrumental Variables and the Search for Identification: From Supply and Demand to Natural Experiments," Working Papers, Princeton University, Department of Economics, Industrial Relations Section. 834, Princeton University, Department of Economics, Industrial Relations Section..
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  3. Esther Duflo, 2001. "Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment," American Economic Review, American Economic Association, American Economic Association, vol. 91(4), pages 795-813, September.
  4. Joshua Angrist & Eric Bettinger & Erik Bloom & Elizabeth King & Michael Kremer, 2002. "Vouchers for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment," American Economic Review, American Economic Association, American Economic Association, vol. 92(5), pages 1535-1558, December.
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  9. Mark M. Pitt & Shahidur R. Khandker, 1998. "The Impact of Group-Based Credit Programs on Poor Households in Bangladesh: Does the Gender of Participants Matter?," Journal of Political Economy, University of Chicago Press, University of Chicago Press, vol. 106(5), pages 958-996, October.
  10. Glewwe, Paul & Kremer, Michael & Moulin, Sylvie & Zitzewitz, Eric, 2004. "Retrospective vs. prospective analyses of school inputs: the case of flip charts in Kenya," Journal of Development Economics, Elsevier, Elsevier, vol. 74(1), pages 251-268, June.
  11. Behrman, Jere R & Sengupta, Piyali & Todd, Petra, 2005. "Progressing through PROGRESA: An Impact Assessment of a School Subsidy Experiment in Rural Mexico," Economic Development and Cultural Change, University of Chicago Press, University of Chicago Press, vol. 54(1), pages 237-75, October.
  12. Michael Kremer, 2003. "Randomized Evaluations of Educational Programs in Developing Countries: Some Lessons," American Economic Review, American Economic Association, American Economic Association, vol. 93(2), pages 102-106, May.
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  14. Chang-Tai Hsieh & Miguel Urquiola, 2003. "When Schools Compete, How Do They Compete? An Assessment of Chile's Nationwide School Voucher Program," NBER Working Papers 10008, National Bureau of Economic Research, Inc.
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