The Inter-American Development Bank (IDB) advocates for building a shared understanding of Artificial Intelligence (AI), its opportunities and applications, and its risks and the possible measures to mitigate them. Towards this end, working in collaboration with C Minds and with input from a group of regional experts, the IDB designed the fAIr LAC initiative to promote the responsible adoption of AI in order to improve the delivery of social services and create development opportunities.

To contribute to the debate about the reorganization of the public-school supply, in this paper we analyze a reform introduced in Colombia in 2001 that merged several independent small schools into a single educational institution, with the same name, administration, educational project and school principal. Specifically, we estimate the differences in student achievement and measures of teacher characteristics and technological infrastructure between school sites belonging to a multi-site institution with single-site schools.

This paper estimates the effects of school accountability on year-to-year teacher mobility in Chile. An accountability program was introduced between 2012 and 2015, which established sanctions for persistently low-performing schools, including the threat of closure if they failed to improve their academic outcomes after four years. Since the low-performance ranking was based on the school’s relative position on a set of variables and their corresponding thresholds, we use a Multivariate Regression Discontinuity Design to evaluate the impact of the policy on teacher mobility.

This paper examines the labor market returns to attending free elite higher education for different socioeconomic and demographic groups in Brazil. Using restricted-access data from a flagship public university and income information from the tax registry of firms, we explore an entrance rule that generates exogenous variation close to admission cutoffs, allowing us to compare successful and non-successful applicants and to estimate the causal effect of enrollments on future salaries.

In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level).

To contribute to the debate about the reorganization of the public-school supply, in this paper we analyze a reform introduced in Colombia in 2001 that merged several independent small schools into a single educational institution, with the same name, administration, educational project and school principal. Specifically, we estimate the differences in student achievement and measures of teacher characteristics and technological infrastructure between school sites belonging to a multi-site institution with single-site schools.

This paper estimates the effects of school accountability on year-to-year teacher mobility in Chile. An accountability program was introduced between 2012 and 2015, which established sanctions for persistently low-performing schools, including the threat of closure if they failed to improve their academic outcomes after four years. Since the low-performance ranking was based on the school’s relative position on a set of variables and their corresponding thresholds, we use a Multivariate Regression Discontinuity Design to evaluate the impact of the policy on teacher mobility.

This paper examines the labor market returns to attending free elite higher education for different socioeconomic and demographic groups in Brazil. Using restricted-access data from a flagship public university and income information from the tax registry of firms, we explore an entrance rule that generates exogenous variation close to admission cutoffs, allowing us to compare successful and non-successful applicants and to estimate the causal effect of enrollments on future salaries.