{"doc_desc":{"title":"Showing Life Opportunities: Increasing opportunity-driven entrepreneurship and STEM careers through online courses in school","idno":"DDI_ECU_2020_SLO-E3_v01_M_WB","producers":[{"name":"Development Economics Data Group","abbr":"DECDG","affiliation":"The World Bank","role":"Documentation of the DDI"}],"prod_date":"2021-08-31","version_statement":{"version":"Version 01 (August 2021)"}},"study_desc":{"title_statement":{"idno":"ECU_2020_SLO-E3_v01_M","title":"Showing Life Opportunities 2020-2021, Data from Experiment 3: Coastal Educational Regime (R\u00e9gimen Costa)","alternate_title":"SLO-E3 2020-2021"},"authoring_entity":[{"name":"David McKenzie","affiliation":"World Bank"},{"name":"Igor Asanov","affiliation":"University of Kassel"},{"name":"Francisco Flores","affiliation":"University of Kassel"},{"name":"Thomas Astebro","affiliation":"HEC Paris"},{"name":"Mona Mensmann","affiliation":"Warwick Business School"},{"name":"Bruno Crepon","affiliation":"ENSAE"},{"name":"Guido Buenstorf","affiliation":"University of Kassel"},{"name":"Mathis Schulte","affiliation":"HEC Paris"}],"oth_id":[{"name":"Ministry of Education of Ecuador","affiliation":"MINEDUC","role":"Partner"}],"production_statement":{"funding_agencies":[{"name":"SIEF - World Bank","abbr":"SIEF","role":"Funder"},{"name":"Innovations for Poverty Action","abbr":"IPA","role":"Funder"},{"name":"Innovation Growth Lab","abbr":"IGL","role":"Funder"}]},"distribution_statement":{"depositor":[{"name":"David McKenzie","affiliation":"World Bank"}]},"series_statement":{"series_info":"The study comprises three experimental trials provided Before and during COVID-19 pandemic in different regions of Ecuador.\nExperiment 1: Municipality of Quito and Educational Zone 2  - 2019-2020\nExperiment 2: Highlands Educational Regime (R\u00e9gimen Sierra-Amazon\u00eda) 2020\nExperiment 3: Coastal Educational Regime (R\u00e9gimen Costa) 2020\/2021"},"version_statement":{"version":"Version 01"},"study_info":{"abstract":"Opportunity-focused, high-growth entrepreneurship and science-led innovation are crucial for continued economic growth and productivity. Working in these fields offers the opportunity for rewarding and high-paying careers. However, the majority of youth in developing countries do not consider either as job options, affecting their choices of what to study. Youth may not select these educational and career paths due to lack of knowledge, lack of appropriate skills, and lack of role models. We provide a scalable approach to overcoming these constraints through an online education course for secondary school students that covers entrepreneurial soft skills, scientific methods, and interviews with role models. \n\nThe study comprises three experimental trials provided Before and during COVID-19 pandemic in different regions of Ecuador. This catalog entry includes data from Experiment 3: Coastal Educational Regime (R\u00e9gimen Costa) 2020\/2021. The data from the other two experiments are also available in the catalog.\n\nExperiment 3: Coastal Educational Regime (R\u00e9gimen Costa) 2020\/2021\n\nA randomized experiment conducted in high schools in Ecuador as rapid fire response to the hurdles of COVID-19 for the Coastal Educational regimes schools (R\u00e9gimen Costa); Students finish the program in December 2020). The intervention is an online education course that covers entrepreneurial soft skills, scientific methods, and interviews with role models. This course is taken by students at home during the COVID-19 pandemic under teachers\u2019 supervision. We work mostly with 14-22-year-old students (16,441 students) in 598 schools assigned to the program. We randomly assign schools either to treatment (and receiving the entrepreneurship courses online), or placebo-control (receiving a placebo treatment of online courses from standard curricula) groups. We also cross-randomize the role models and evaluate set of nimble interventions to increase take-up. \nThe details of intervention can be found in AEA registry: \nAsanov, Igor and David McKenzie. 2021. Scaling up virtual learning of online learning in high schools. AEA RCT Registry. March 23\nMerged datasets from the baseline, midline, endline survey for each experiment administrated through online learning platform in school during normal educational hours before COVID-19 pandemic or at student\u2019s home during COVID-19 pandemic are documented here. The detailed information about the questioner and each item can be found in the codebooks (Baseline 1, Baseline 2, Midline, Endline 1, Endline 2) for corresponding experiments.","coll_dates":[{"start":"2020-09-07        ","end":"2020-12-14","cycle":"Coastal Educational Regime (Internet based)"}],"nation":[{"name":"Ecuador","abbreviation":"ECU"}],"geog_coverage":"Experiment 3: Coastal Educational Regime (R\u00e9gimen Costa) 2020\/2021\nWe cover students of last year of education in School K12 of technical specialization (Bachillerato t\u00e9cnico) that study in Coastal Educational Regime (R\u00e9gimen Costa) 2020\/2021, suppose to finish their education in school in March 2021 and we capable to register on the online platform. The schools in highlands educational regime covered in this experiment scatter over the next educational zones 1, 2, 3, 4, 5, 6, 7, 8, 9.   \nTaken together in the experiment 2,3 we offered the program across all Ecuador to schools that have technical specialization track.","analysis_unit":"Student","data_kind":"Sample survey data [ssd]"},"method":{"data_collection":{"sampling_procedure":"All students in selected schools who were present in classes filled out the baseline questionnaire","coll_mode":["Internet [int]"],"research_instrument":"Questionnaires\nWe execute three main sets of questioners. \nA.\tInternet (Online Based survey)\n\nThe survey consists of a multi-topic questionnaire administered to the students through online learning platform in school during normal educational hours before COVID-19 pandemic or at home during the COVID-19 pandemic.  We collect next information:\n1.\tSubject specific knowledge tests.  Spanish, English, Statistics, Personal Initiative (only endline), Negotiations (only endline).\n2.\tCareer intentions, preferences, beliefs, expectations, and attitudes. STEM and entrepreneurial intentions, preferences, beliefs, expectations, and attitudes.\n3.\tPsychological characteristics. Personal Initiative, Negotiations, General Cognitions (General Self-Efficacy, Youth Self-Efficacy, Perceived Subsidiary Self-Efficacy Scale, Self-Regulatory Focus, Short Grit Scale), Entrepreneurial Cognitions (Business Self-Efficacy, Identifying Opportunities, Business Attitudes, Social Entrepreneurship Standards).\n4.\tBehavior in (incentivized) games: Other-regarding preferences (dictator game), tendency to cooperate (Prisoners Dilemma), Perseverance (triangle game), preference for honesty, creativity (unscramble game). \n5.\tOther background information. Socioeconomic level, language spoken, risk and time preferences, trust level, parents background, big-five personality traits of student, cognitive abilities.\nBackground information (5) collected only at the baseline.\nB.\tFirst follow-up Phone-based Survey Zone 2, Summer (Phone Based).\nThe survey replicates by phone shorter version of the internet-based survey above. We collect next information:\n1.\tSubject specific knowledge tests.  \n2.\tCareer intentions, preferences, beliefs, expectations, and attitudes.\n3.\tPsychological characteristics\n\n\nC.\t(Second) Follow-up Phone-Based Survey, Winter, Zone 2, Highlands Educational Regime.\n\nWe execute multi-topic questionnaire by phone to capture the first life-outcomes of students who finished the school. We collect next information:\n\n1.\tLife Outcome 1- Education. The set of questions that aims to measure the learning success, career\/study intentions, propensity to plan and approach others with studying tasks, entrepreneurial intentions. \n2.\tLife Outcome 2- Labor. The set of questions that aims to measure employment status and income, job searching behavior, time devoted for working\/business, salary expectations and knowledge about the careers, self-initiated contribution to the family.\n3.\t Personal Initiative\/Negotiations related and other measures. The set of questions that aim to measure level of personal initiative, negotiation strategies, pregnancy rate, gender stereotypes, math\/STEM self-efficacy, gender attitudes, parent-student communication effects.","coll_situation":"Internet, Phone Based","cleaning_operations":"Data Editing \nA.\tInternet, Online-based surveys.\nWe extracted the raw data generated on online platform from each experiment and prepared it for research purposes. We made several pre-processing steps of data:\n1.\tWe transform the raw data generated on platform in standard statistical software (R\/STATA) readable format.\n2.\tWe extracted the answer for each item for each student for each survey (Baseline, Midline, Endline).\n3.\tWe cleaned duplicated students and duplicated answers for each item in each survey based on administrative data, performance and information given by students on platform.\n4.\tIn case of baseline survey, we standardized items\/scales but also kept the raw items.\n\nB.\tPhone-based surveys.\n  The phone-based surveys are collected with help of advanced CATI kit. It contains all cases (attempts to call) and indication if the survey was effective. The data is cleaned to be ready for analysis.\nThe data is anonymized but contains unique anonymous student id for merging across datasets."}},"data_access":{"dataset_use":{"conf_dec":[{"txt":"Data have been anonymized to remove personal identifying information.","required":"yes"}],"cit_req":"Igor Asanov (University of Kassel); Thomas \u00c5stebro (HEC Paris), Guido Buenstorf (University of Kassel), Bruno Cr\u00e9pon (ENSAE),  Francisco Flores (University of Kassel), David McKenzie (World Bank), Mona Mensmann (Warwick Business School), Mathis Schulte (HEC Paris) (2020). Showing Life Opportunities 2020-2021, Data from Experiment 3: Coastal Educational Regime (R\u00e9gimen Costa). Ref. ECU_2020_SLO-E3_v01_M. Downloaded from [url] on [date].","conditions":"Public use access, to be used for academic research purposes only, provided no attempt is made to re-identify any individual in the study."}}},"schematype":"survey","tags":[{"tag":"DOI"}]}