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Replication is a critical component of scientific credibility as it increases our confidence in the reliability of the knowledge generated by original research. Yet, replication is the exception rather than the rule in economics. In this paper, we examine why replication is so rare and propose changes to the incentives to replicate. Our study focuses on software code replication, which seeks to replicate the results in the original paper using the same data as the original study and verifying that the analysis code is correct. We analyse the effectiveness of the current model for code replication in the context of three desirable characteristics: unbiasedness, fairness and efficiency. We find substantial evidence of "overturn bias" that likely leads to many false positives in terms of "finding" or claiming mistakes in the original analysis. Overturn bias comes from the fact that replications that overturn original results are much easier to publish than those that confirm original results. In a survey of editors, almost all responded they would in principle publish a replication study that overturned the results of the original study, but only 29% responded that they would consider publishing a replication study that confirmed the original study results. We also find that most replication effort is devoted to so called important papers and that the cost of replication is high in that posited data and software are very hard to use. We outline a new model for the journals to take over replication post acceptance and prepublication that would solve the incentive problems raised in this paper.

Zonder onderwerpscode: economie

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The idea that complementarities across policies can yield increasing returns from joint implementation has been posited in several economic settings. Yet there is limited, well-identified evidence of such complementarities in practice. We present results from a randomized experiment across a representative sample of 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional school grants, (b) bonus payments to teachers based on student performance, and (c) both of the above. At the end of two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from offering performance-linked bonuses to teachers, and (c) significant positive effects on learning from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that accounting for complementarities between inputs and incentives could substantially improve the effectiveness of public spending on education.

Zonder onderwerpscode: economie

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Replication is a critical component of scientific credibility as it increases our confidence in the reliability of the knowledge generated by original research. Yet, replication is the exception rather than the rule in economics. In this paper, we examine why replication is so rare and propose changes to the incentives to replicate. Our study focuses on software code replication, which seeks to replicate the results in the original paper using the same data as the original study and verifying that the analysis code is correct. We analyse the effectiveness of the current model for code replication in the context of three desirable characteristics: unbiasedness, fairness and efficiency. We find substantial evidence of "overturn bias" that likely leads to many false positives in terms of "finding" or claiming mistakes in the original analysis. Overturn bias comes from the fact that replications that overturn original results are much easier to publish than those that confirm original results. In a survey of editors, almost all responded they would in principle publish a replication study that overturned the results of the original study, but only 29% responded that they would consider publishing a replication study that confirmed the original study results. We also find that most replication effort is devoted to so called important papers and that the cost of replication is high in that posited data and software are very hard to use. We outline a new model for the journals to take over replication post acceptance and prepublication that would solve the incentive problems raised in this paper.

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This paper presents the results of a large-scale randomized experiment conducted across 1,496 public primary schools in Mexico. The experiment identifies the impact on schools' managerial capacity and student test scores of providing schools with: (a) cash grants, (b) managerial training for school principals, or (c) both. The school principals' managerial training focused on improving principals' capacities to collect and use data to monitor students' basic numeracy and literacy skills and provide feedback to teachers on their instruction and pedagogical practices. After two years of implementing these interventions, the study finds that: (a) the cash grant had no impact on the student's test scores or the management capacity of school principals; (b) the managerial training improved school principals' managerial capacity but had no impact on students' test scores; and (c) the combination of cash grants and managerial training amplified the effect on the school principals' managerial capacity and had a positive but statistically insignificant impact on students' test scores.

Economics of Education --- Education --- Education Grants --- Education Quality --- Education Reform and Management --- Effective Schools and Teachers --- Managerial Training --- Primary Education --- Principals --- School Management --- Student Learning --- Test Scores

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We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education.