Das, Jishnu

Development Research Group
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Health economics, Education, Gender, Health, Microeconomics, Cultural economics, India, Pakistan, Kenya, Zambia, Macroeconomic and Structural Policies
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Development Research Group
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Last updated January 31, 2023
Jishnu Das is a Lead Economist in the Development Research Group (Human Development Team) at the World Bank and a Visiting Fellow at the Center for Policy Research, New Delhi. Jishnu’s work focuses on the delivery of basic services, particularly health and education. He has worked on the quality of health care, mental health, information in health and education markets, child learning and test-scores and the determinants of trust. His work has been published in leading economics, health and education journals and widely covered in the media and policy forums. In 2011 he was part of the core team on the World Development Report on Gender and Development. He received the George Bereday Award from the Comparative and International Education Society and the Stockholm Challenge Award for the best ICT project in the public administration category in 2006, and the Research Academy award from the World Bank in 2013. He is currently working on long-term projects on health and education markets in India and Pakistan.
Citations 527 Scopus

Publication Search Results

Now showing 1 - 2 of 2
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    Women in the Pipeline: A Dynamic Decomposition of Firm Pay Gaps
    (World Bank, Washington, DC, 2020-06) Das, Jishnu ; Joubert, Clement
    This paper proposes a new decomposition method to understand how gender pay gaps arise within firms. The method accounts for pipeline effects, nonstationary environments, and dynamic interactions between pay gap components. This paper assembles a new data set covering all employees at the World Bank Group between 1987 and 2015 and shows that historical differences in the positions for which men and women were hired account for 77 percent of today's average salary difference, dwarfing the roles of entry salaries, salary growth, or retention. Forward simulations show that 20 percent of the total gap can be assigned to pipeline effects that would resolve mechanically with time.
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    New Evidence on Learning Trajectories in a Low-Income Setting
    (World Bank, Washington, DC, 2021-03) Bau, Natalie ; Das, Jishnu ; Chang, Andres Yi
    Using a unique longitudinal data set collected from primary school students in Pakistan, this paper documents four new facts about learning in low-income countries. First, children’s test scores increase by 1.19 standard deviation between Grades 3 and 6. Second, going to school is associated with greater learning. Children who drop out have the same test score gains prior to dropping out as those who do not but experience no improvements after dropping out. Third, there is significant variation in test score gains across students, but test scores converge over the primary schooling years. Students with initially low test scores gain more than those with initially high scores, even after accounting for mean reversion. Fourth, conditional on past test scores, household characteristics explain little of the variation in learning. To reconcile the findings with the literature, the paper introduces the concept of “fragile learning,” where progression may be followed by stagnation or reversals. The implications of these results are discussed in the context of several ongoing debates in the literature on education in low- and middle-income countries.