Anjini Kochar
Stanford University
Dr Kochar is the Director of the India Program at the Stanford Center for International Development(SCID). Prior to joining SCID, Dr Kochar was an Assistant Professor in the Department of Economics, Stanford University. Her research focuses on the micro-economics of development, and specifically on issues related to education, health, credit, population, inequality and the effectiveness of government programs. Her research has been published in leading journals, including the American Economic Review and the Journal of Political Economy. Dr Kochar received her Ph.D. in Economics from the University of Chicago. She also holds a Masters in International Relations from the University of Chicago.

Articles By Anjini Kochar
Teacher accountability and assessment of student learning levels
Posted On: 15 Jan 2015

Topics:   Education

Research has found that holding teachers accountable to the local community has scant impact on student learning. Based on a survey of government schools in Karnataka, this column suggests that this need not signal a failure of local accountability. Rather, the issue is that schools are held accountable for student performance on tests that teachers themselves design and administer, and which do not adequately capture learning.
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Delivering health services through schools in rural India
Posted On: 04 Oct 2013

Topics:   Health

Given that India has better infrastructure for schooling relative to healthcare, and near universal primary school enrolment rates, many believe that providing basic health services through schools rather than clinics may be more cost effective. This column finds that coverage achieved by health programmes administered through schools is also low, even lower than the average school attendance rates. The key constraint on coverage is shortage of healthcare personnel.
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Compensating policies for small schools and regional inequalities
Posted On: 18 Aug 2012

Despite government efforts, stark inequality in India’s schools persists, particularly in rural areas. This column argues that the failure may lie in policy design – rather than helping the worst schools catch up, policies are helping the better ones get further ahead.
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