Felipe Barrera-Osorio

Department of Leadership,
Policy and Organizations
Vanderbilt University
106 C Payne hall
230 Appleton Place
Nashville, MA 37203

E-Mail: EmailAddress: hidden: you can email any NBER-related person as first underscore last at nber dot org
Institutional Affiliation: Vanderbilt University

NBER Working Papers and Publications

July 2020Hard and Soft Skills in Vocational Training: Experimental Evidence from Colombia
with Adriana D. Kugler, Mikko I. Silliman: w27548
We randomly assign applicants to over-subscribed programs to study the effects of teaching hard and soft skills in vocational training and examine their impacts on skills acquisition and labor market outcomes using both survey and administrative data. We find that providing vocational training that either emphasizes social or technical skills increases formal employment for both men and women. We also find that admission to a vocational program that emphasizes technical relative to social skills increases overall employment and also days and hours worked in the short term. Yet, emphasis on soft-skills training helps applicants increase employment and monthly wages over the longer term and allows them to catch up with those learning hard skills. Further, through a second round of randomizat...
September 2017Delivering Education to the Underserved Through a Public-Private Partnership Program in Pakistan
with David S. Blakeslee, Matthew Hoover, Leigh Linden, Dhushyanth Raju, Stephen P. Ryan: w23870
We contribute to the school-competition literature by evaluating a program that randomly assigned private schools to underserved villages in Pakistan. Program schools were provided a per-student subsidy to provide tuition-free primary education, with half of the treated villages receiving a higher subsidy for female students. The program increased enrollment by 30 percentage points, and test scores by 0.63 standard deviations. The effects were similar across genders, and across the two subsidy treatments. Program schools were of higher quality than nearby government schools, and a structural model for the supply and demand of school inputs indicates that program schools selected inputs similar to those of a social planner who internalizes all the educational benefits to society.
March 2017Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia
with Leigh L. Linden, Juan Saavedra: w23275
We show that three Colombian conditional cash transfer (CCT) programs for secondary schools improve educational outcomes eight and 12 years after random assignment relative to a control group. Forcing families to save a portion of the transfers until they make enrollment decisions for the next academic year increases on-time enrollment in secondary school, reduces dropout rates, and promotes tertiary enrollment and completion in the long-term. Traditionally structured bimonthly transfers improve on-time enrollment and high school exit exam completion rates in the medium term, but do not affect long-term tertiary outcomes. A delayed transfer that directly incentivizes tertiary enrollment promotes secondary school on-time enrollment and enrollment—only in lower-quality tertiary institutions—...

Published: Felipe Barrera-Osorio & Leigh L. Linden & Juan E. Saavedra, 2019. "Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia," American Economic Journal: Applied Economics, vol 11(3), pages 54-91. citation courtesy of

March 2008Conditional Cash Transfers in Education Design Features, Peer and Sibling Effects Evidence from a Randomized Experiment in Colombia
with Marianne Bertrand, Leigh L. Linden, Francisco Perez-Calle: w13890
We evaluate multiple variants of a commonly used intervention to boost education in developing countries -- the conditional cash transfer (CCT) -- with a student level randomization that allows us to generate intra-family and peer-network variation. We test three treatments: a basic CCT treatment based on school attendance, a savings treatment that postpones a bulk of the cash transfer due to good attendance to just before children have to reenroll, and a tertiary treatment where some of the transfers are conditional on students' graduation and tertiary enrollment rather than attendance. On average, the combined incentives increase attendance, pass rates, enrollment, graduation rates, and matriculation to tertiary institutions. Changing the timing of the payments does not change attendance...
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