| Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss M Kaffenberger International Journal of Educational Development 81, 102326, 2020 | 539 | 2020 |
| Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery N Angrist, A de Barros, R Bhula, S Chakera, C Cummiskey, J DeStefano, ... International Journal of Educational Development 84, 102397, 2021 | 197 | 2021 |
| A Digital Credit Revolution: Insights from Borrowers in Kenya and Tanzania M Kaffenberger, E Totolo | 64 | 2018 |
| Doing digital finance right: The case for stronger mitigation of customer risks K McKee, M Kaffenberger, JM Zimmerman Focus Note 103, 2015 | 61 | 2015 |
| The effect of educational attainment on corruption participation in sub-Saharan Africa M Kaffenberger | 49 | 2012 |
| Aiming higher: Learning profiles and gender equality in 10 low-and middle-income countries M Kaffenberger, L Pritchett International Journal of Educational Development 79, 102272, 2020 | 45 | 2020 |
| Measuring education system coherence: Alignment of curriculum standards, examinations, and teacher instruction in Tanzania and Uganda J Atuhurra, M Kaffenberger International Journal of Educational Development 92, 102598, 2022 | 36 | 2022 |
| Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied approaches, common principles Y Hwa, M Kaffenberger, J Silberstein RISE Insight Series 22 (3), 2020 | 31 | 2020 |
| More school or more learning? Evidence from learning profiles from the financial inclusion insights data M Kaffenberger, L Pritchett World Development Report Background Paper. Washington, DC: World Bank, 2017 | 30 | 2017 |
| Failing to plan? Estimating the impact of achieving schooling goals on cohort learning M Kaffenberger, L Pritchett University of Oxford, 2022 | 27 | 2022 |
| A structured model of the dynamics of student learning in developing countries, with applications to policy M Kaffenberger, L Pritchett International Journal of Educational Development 82, 102371, 2021 | 27 | 2021 |
| It’s time to slow digital credit’s growth in east africa JC Izaguirre, M Kaffenberger, R Mazer CGAP Blog 25, 2018 | 26 | 2018 |
| System (in) coherence: quantifying the alignment of primary education curriculum standards, examinations, and instruction in two East African countries J Atuhurra, M Kaffenberger Res. Improv. Syst. Educ, 1-50, 2020 | 22 | 2020 |
| Digital Credit in Kenya: Time for Celebration or Concern M Kaffenberger, P Chege CGAP. October 3, 2016 | 20 | 2016 |
| Effective investment in women's futures: Schooling with learning M Kaffenberger, L Pritchett International Journal of Educational Development 86, 102464, 2021 | 19 | 2021 |
| The role of low learning in driving dropout: A longitudinal mixed methods study in four countries M Kaffenberger, D Sobol, D Spindleman University of Oxford, 2022 | 15 | 2022 |
| Using learning profiles to inform education priorities: An editors’ overview of the Special Issue L Crouch, M Kaffenberger, L Savage International Journal of Educational Development 86, 102477, 2021 | 15 | 2021 |
| System coherence for learning: Applications of the RISE education systems framework M Kaffenberger, M Spivak University of Oxford, 2022 | 14 | 2022 |
| Estimating the impact of women’s education on fertility, child mortality, and empowerment when schooling ain’t learning M Kaffenberger, L Pritchett, J Sandefur línea], disponible en: https://www. hks. harvard. edu/publications …, 2018 | 13 | 2018 |
| Informed consent how do we make it work for mobile credit scoring R Mazer, J Carta, M Kaffenberger Recuperado de https://www. cgap. org/research/publication/informed-consent …, 2014 | 13 | 2014 |
Justin SandefurCenter for Global DevelopmentPatvirtintas el. paštas cgdev.org
