Francisco P. Flores-Taipe 

CV

Publications

System-, Teacher-, and Student-level Interventions for Improving Participation in Online Learning at Scale in High Schools (with Asanov, Igor; Asanov (Noha), Anastasiya; Astebro, Thomas; Buenstorf, Guido; Crepón, Bruno; McKenzie, David; Mensmann, Mona; and Schulte, Mathis). PNAS 120 (30).

Abstract: Many school systems across the globe turned to online education during the COVID-19 pandemic. This context differs significantly from the prepandemic situation in which massive open online courses attracted large numbers of voluntary learners who struggled with completion. Students who are provided online courses by their high schools also have their behavior determined by actions of their teachers and school system. We conducted experiments to improve participation in online learning before, during, and right after the COVID-19 outbreak, with 1,151 schools covering more than 45,000 students in their final years of high school in Ecuador. These experiments tested light-touch interventions at scale, motivated by behavioral science, and were carried out at three levels: that of the system, teacher, and student. We find the largest impacts come from intervening at the system level. A cheap, online learning management system for centralized monitoring increased participation by 0.21 SD and subject knowledge by 0.13 SD relative to decentralized management. Centralized management is particularly effective for underperforming schools. Teacher-level nudges in the form of benchmarking emails, encouragement messages, and administrative reminders did not improve student participation. There was no significant impact of encouragement messages to students, or in having them plan and team-up with peers. Small financial incentives in the form of lottery prizes for finishing lessons did increase study time, but was less cost-effective, and had no significant impact on knowledge. The results show the difficulty in incentivizing online learning at scale, and a key role for central monitoring. 

Suggested citation: Asanov, I., Asanov, A., Åstebro, T., Buenstorf, G., Crépon, B., McKenzie, D., Pablo, F., Mensmann, M., & Schulte, M. (2023). System-, teacher-, and student-level interventions for improving participation in online learning at scale in high schools. Proceedings of the National Academy of Sciences, 120(30), e2216686120. https://doi.org/10.1073/pnas.2216686120 

Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine (with Asanov, Igor; McKenzie, David; Mensmann, Mona; and Schulte, Mathis). World Development 138 (2021). 

Abstract: The COVID-19 pandemic has closed schools around the world, forcing school systems and students to quickly attempt remote learning. We conducted a rapid response phone survey of over 1500 high school students aged 14 to 18 in Ecuador to learn how students spend their time during the period of quarantine, examine their access to remote learning, and measure their mental health status. We find 59 percent of students have both an internet connection at home and a computer or tablet, 74 percent are engaging in some online or telelearning, and 86 percent have done some schoolwork on the last weekday. Detailed time-use data show most students have established similar daily routines around education, although gender and wealth differences emerge in time spent working and on household tasks. Closure of schools and social isolation are the two main problems students say they face, and while the majority are mostly happy, 16 percent have mental health scores that indicate depression. 

Suggested citation: Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. https://doi.org/10.1016/j.worlddev.2020.105225 

Working Papers 

Academic aspirations and income inequality: spillover effects of a video-based role model intervention among teenagers. (Job Market Paper)

Abstract:  This article examines the influence of poverty on academic aspirations by introducing a novel approach that links academic preferences with potential economic returns. Using data from 16,570 Ecuadorian high school students, I document that low-income students set lower aspirations than their high-income peers only because of their position in the income distribution. Moreover, I report inconsistencies between academic preferences and earning expectations, making students, especially low-income students, susceptible to experiencing frustration. Data from a stratified randomized control trial indicate that video-based content featuring role models cannot reduce the gap between poor and rich students. However, it exhibits positive subgroup effects for low-income students. For instance, the aspiration level is 7% (midline) and 11.6% (endline) higher for low-income treatment than for low-income placebo students. It suggests that treated students could earn about 270.33 US$ more than their placebo peers each month. The increase accounts for 68% of the Ecuadorian basic salary. I report similarly positive results with different magnitudes for the subsample of mid-low and mid-high-income students. However, the estimates for the last two subgroups exhibit attrition bias. Findings suggest that media content exhibit promising potential to influence low-income adolescents’ decisions and economic outcomes through reinforcing aspirations. 

Last presentation: SEEDEC. Workshop “Symposium on Economic Experiments in Developing Countries” (Bergen, June 12th and 13th, 2024)

Remote delivery of STEM and entrepreneurship role models at scale changes college major choice  (with Asanov, Igor; Astebro, Thomas; Buenstorf, Guido; Crepón, Bruno; McKenzie, David; Mensmann, Mona; and Schulte, Mathis).

Abstract: Youth often decide what to study with limited exposure to anyone working in many high-paying careers they could consider. In-person visits from role models can change behaviors through information and inspiration, but are difficult to scale and typically give youth exposure to only one person in one career path. We conduct a large-scale randomized trial with 29,243 students in 813 high schools across Ecuador to test the impacts of providing students online video interviews with multiple role models in both STEM and entrepreneurship careers. Girls treated with these role models increase their stereotypes about STEM, express less interest in studying and working in science, and reduce their likelihood of choosing a STEM major by 6.3 percentage points (s.e. 2.3), increasing enrolment in business majors instead. Boys also express less interest in studying and working in science, and shift their major choice away from STEM (by 6.5 percentage points (s.e. 3.0)) and towards business and to other majors like agriculture and humanities. These impacts do not vary significantly with the gender mix of the role models. Students see the STEM role models as showing their careers to be more challenging and to involve more stigma than for business.

Last presentation: Experimental Economics Conference 2022 (USFQ) (San Cristobal - Galapagos, July 7th, 2022)

Work in Progress

Showing Life Opportunities: Preliminary analysis of the effect of Entrepreneurial training (with Asanov, Igor; Asanov (Noha), Anastasiya; Astebro, Thomas; Buenstorf, Guido; Crepón, Bruno; McKenzie, David; Mensmann, Mona; and Schulte, Mathis).