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Adrienne Lucas
Professor of Economics, Lerner College of Business and Economics, University of Delaware
Adrienne Lucas is a Professor and Department Chair of the economics department in the Lerner College of Business and Economics at the University of Delaware, a Research Associate of the National Bureau of Economic Research (NBER), a Faculty Affiliate of the Abdul Latif Jameel Poverty Action Lab (J-PAL), Non-resident Fellow at the Center for Global Development (CGD) and a Research Network Member of Innovations for Poverty Action (IPA). She is a development economist specializing in the economics of education and disease. Her current research focuses on the importance of information in school choice decisions, using existing school system personnel and resources to increase student learning, and external validity across contexts. Lucas has published research on malaria, free primary education, HIV/AIDS, secondary school choice, the return to school quality, teacher incentives and improving early primary school literacy. Prior to joining the University of Delaware, she was an assistant professor of economics at Wellesley College. She received her Ph.D. and A.M. in economics from Brown University and her B.A. in economics from Wesleyan University.
Recent work by Adrienne Lucas
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Increasing learning at scale in Ghana
How can we find education programmes that effectively improve learning at scale?
Published 01.05.24
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Enhancing secondary school learning: Role of remedial camps and teacher flexibility
A key dilemma in Indian education is that while children are enrolled in school, they are not actually learning. Based on an experiment in Odisha, this article explores possible solutions to the learning deficit in secondary schooling. It finds that ...
Published 30.04.24
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Transforming teaching and learning: The role of management in implementing change
A government programme in Ghana that encouraged school principals to act as leaders to improve classroom instruction revolutionised classroom teaching and significantly enhanced student learning. The intervention boosted student performance by 30% in...
Published 02.02.24
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Engaging with teachers unlocks the potential of technology in schools: Evidence from Pakistan
Teacher and classroom targeted education technology improves students attainment, while student only education technology may have negative academic impacts
Published 21.02.23
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What happens when you incentivise primary education in Uganda
Incentives that hold teachers accountable for achievement can increase education attainment when paired with adequate instructional resources
Published 12.08.19