I estimate intergenerational mobility (IGM) in education at a disaggregated geographic level in Chile. I document wide variation across more than three hundred communes in eight measures of IGM. Relative mobility is correlated to the number of doctors, the ratio of students per teacher, and to...

This paper presents new evidence on schooling mobility across three generations in six Latin American countries. By combining survey information with national census data, we have constructed a novel dataset that includes 50,000 triads of grandparents, parents, and children born between 1890 and...

Following World War I, rent control became a standard policy response to the housing shortage and the resulting rent increases. Typically, economists blame it for creating inefficiencies in the housing market and beyond. We investigate whether rental market regulations (including rent control,...

We evaluate a reading intervention involving 600 third-grade students in Chilean schools catering to disadvantaged populations. The intervention features an adaptive computer game designed to identify and improve weaknesses in literacy and cognitive skills, and is complemented by a mobile...

Using administrative data for Chile, we study the impact of School Starting Age (SSA) on the characteristics of the school of first enrollment. After addressing the usual concerns of endogeneity using minimum age requirements and an RD-design, we uncover gains associated with a delay of school...

Understanding why women are less financially literate than men is crucial for developing effective policies that decrease gender inequalities and improve women's financial literacy, agency and empowerment. Accordingly, in this paper, we adopt a multidimensional approach to measure financial...

Using several data sources from Chile, we study the impact of the size of the school choice set at the time of starting primary school. With that purpose, we exploit multiple cutoffs defining the minimum age at entry, which not only define when a student can start elementary school, but also the...

This study employs Chilean administrative data to investigate the impact of School Starting Age (SSA) on the characteristics of students' initial enrolled schools. Employing minimum age requirements and an RD-design to mitigate endogeneity concerns, we identify benefits linked to commencing...

Using several data sources from Chile, we study the impact of the size of the school choice set at the time of starting primary school. With that purpose, we exploit multiple cutoffs defining the minimum age at entry, which not only define when a student can start elementary school, but also the...